Tues., June 3, 2014 - 1. Finish your Introduction that was discussed and started in class today. 2. Using ALL the details in chart #4 (Bullet #2 on the Task sheet), write the 1st paragraph in the Body of Unit 5 Culminating Task. 3. Using ALL the details in chart #1, write the 2nd paragraph in the Body about Elizabeth's traits as portrayed in the excerpt entitled from The Little Rock Night: Struggle for Integration.
Mon., June 2, 2014 - 1. Conclusion: What information will you include in the conclusion of the C.T.? (Hint: Look at the format that was given to your for Unit 4 C. T. and do the same thing.) *List/Bullet the details you will use to write the conclusion of your essay (C.T.). 2. Copy the Organizer from your notebook and write the details on loose leaf paper, remembering not to write on the back of the paper. Introduction: Bullet (.) the required details you have gathered for this part of the Culminating Task. Body - 4 Charts: (#1) Elizabeth's Traits from the 1st account/ How it was Portrayed in the account/ Source (Author's Name)/Page #/Paragraph # (See homework assignment for May 22, 2014.)
(#2) Elizabeth and Hazel's traits as seen in the 2nd account/How Shown/Source/Page #/Paragraph # (See classwork and homework assignments for May 23, 2014.)
(#3) Events/Emotions (Bravery, Doing the right thing, Healing, and Forgiveness) that are brought out by these events
(#4) Brief explanation of the events that occurred in Little Rock, Arkansas -
Fri., May 30, 2014 -(A). S.I.T. - "It's Not Just the Clothes" Lexile 980 will be done by students with IEPs. Lexile 1080 will be done by the rest of the class. Read and do the activities like the ones that were assigned on Wed. and Thurs.; see below. (B) 1. Write an organizer for Unit 5 Culminating Task. 2. Answer the second bullet ( Provide a brief ...) You may answer the question in chart-form using Who? What? When? Where? Why? and How? Remember to go back to your notes, classwork and homework, and the packet on The Little Rock Nine and Elizabeth and Hazel. This is to be done in your notebook.
THIS IS ABSOLUTELY THE LAST WEEKEND YOU HAVE TO MAKE UP MISSING ASSIGNMENTS FOR THIS QUARTER, WHICH MUST BE SIGNED BY A PARENT OR GUARDIAN, AND TURNED IN TO ME ON MONDAY, JUNE 2,2014!!!!!!
Thurs., May 29, 2014 - SIT - "U.N. to Countries: Stop Smoking!" - Lexile 1080 1. Read and annotate the article. 2. Do the other activities like the ones below. 3. Write down any questions you may have regarding the article. 4. What do you think? Should the U.N. have the right to tell countries to stop smoking? Explain your response.
Wed., May 28, 2014 -Supplemental Informational Texts (SIT) - Unit 5 - Do the Right Thing - 1. Read and annotate the first two articles entitled "Pay Up!" and "Group Says: Don't Monkey With the Chimps!" 2. Write the Central Idea of each paragraph in each article. 3. Write an objective summary of each article. 4. Underline any words you don't know, write them in your notebook, and define them, include their parts of speech.
Tues., May 27, 2014 - Tomorrow you will have a test on the first section of Unit 5 - Do the Right Thing - The Little Rock Nine: Struggle for Integration. Study your notes, vocabulary, and the activities (questions and charts) relating to this reading. You will not have character traits or events revealing certain emotions on this test, but it will most certainly be on the next test, which is not far in the future. *Remember to make up missing work; time is running out on you!
Fri., May 23, 2014 - 1. Finish classwork, where you were told to identify Elizabeth and Hazel's traits, how they were shown in the article, "Elizabeth and Hazel", the source (author), page and paragraph #. You were also told to give at least four (4) traits (for each person) and a different event to prove each trait. In addition, you were told to identify which events showed bravery, doing the right thing, healing and forgiveness. (If you were absent from class, do this assignment as it is written; you should draw a chart like the one below to help you organize your answers.)
2. If you were given an essay to write about the "Little Rock Nine" and "Elizabeth and Hazel", how would you introduce the topic? 3. Write a brief explanation of the events that occurred in Little Rock, Arkansas, on September 4, 1957, include the answers to who? what? when? where? why? and how? 4. Reread paragraphs 15 and 16, and tell how both Elizabeth and Hazel were treated by their own community.
Thurs., May 22, 2014 - 1. Review the events in the Little Rock Nine, and identify four (4) personal traits of Elizabeth and tell what event brought out each trait; do not repeat the events. 2. Identify which example/event proved she was brave, did the right thing, and forgave others. This task should be done in a table or chart so that it will be easy to read/see at a glance.
#1.
Personal Traits
Evidence/Examples/Events
Source
Page
Paragraph #
Religious/Spiritual
She prayed in the morning before she went to school
Stephanie Fitzgerald
351
1
Wed., May 21, 2014 - 1. Reread the account of the meeting between Elizabeth and Hazel. 2. Write a dramatization (play form) of the meeting, including an introduction and 6-10 sets of dialogue. (1 set = Elizabeth speaks, and Hazel answers.)
Tues., May 20, 2014 - Little Rock Nine, pp. 368-371 - Charts Follow the directions and do not forget to cite evidence from the text to support your response.
Mon., May 19, 2014 -Word Generation , pp. 61-62 1. Finish classwork, if you had not already done so (Copy sentences that have the focus words into your notebook and determine the meaning of each word by the way it is used.). 2. Identify the Pros and Cons on whether or not shopping malls should be allowed to institute teen curfews. 3. Answer the question at the bottom of the page, along with the following questions. a. Using the information in the passage, why would parents disagree with a mall's decision to institute a teen curfew? b. What sort of incidents cause malls to institute teen curfews? c. What are the disadvantages of teen curfews for malls? d. What are the benefits of instituting teen curfews for malls? e. What is the role of a mall community? Babysitter? Business? Public space? Explain your response. Please note: All overdue assignments are to be made up, signed by parents, and turn in by the end of this week. After that, they can't be accepted anymore because we would be far into another unit.
Thurs., May 15, 2014 -Unit 5 - Do The Right Thing - Code X, pp. 360-367 (packet) 1. Do the Vocabulary activity on p. 360. 2. Read pp. 361-367, annotate as you read, and identify the Central Idea of each paragraph. 3. Answer the questions that are found throughout the reading (18 questions); write complete sentences. Answers can be written on the pages of the packer or in your notebook. Remember that you have no school on Friday, 5/16/14, so use your time wisely. If you have any overdue assignments, get them done correctly, have them signed by a parent or guardian, and bring them in on Mon., May19, 2014.
Wed., May 14, 2014 -Word Generation, pp. 55, 56 (A). Make sure you completed the classwork, context clues, and Pros and Cons. Answer the question at the bottom of p. 55, and complete the Vocabulary activity on p. 56.
Tues., May 13, 2014 - Answer the following questions based on the excerpt from "The Little Rock Nine: Struggle for Integration". Cite evidence in the text that strongly supports your response. 1.The author claims that the Little Rock Nine were 'inspiring". Explain how she supports her claim. 2. How does the author present Elizabeth's experiences with people outside of the school? 3. Why do you think she chooses that method to present Elizabeth's experiences? 4. What is the author's perspective on integrating Central High School in Little Rock, Arkansas? 5. Write an objective summary of this excerpt from "The Little Rock Nine". 6. Personal Connection: What if you were Elizabeth, how would you have reacted to the treatment you received, while attempting to get an equal education at Central High? Explain.
Mon., May 12, 2014 - (A). Finish all "Do Now" questions; write in complete sentences and cite textual evidence. (B). "There is safety in numbers." 1. What does this quote mean? 2. How does this quote relate to the excerpt of the Little Rock Nine that we're studying? Cite textual evidence to support your response. (C). Define the 6 voc. words copied in class today; write their part of speech. Write a sentence with each word.Your sentences must be related to the excerpt of the Little Rock Nine. *You may not copy sentences from the text, but you may use them as examples.*
Thurs., May 8, 2014 - 1. Finish classwork. 2. "The Little Rock Nine" packet - Do pages 356-359. Write in complete sentences. 3. Ready NY - Reread pp. 116-117. Compare/Contrast the account in the packet and the account in the book, and write your response to both; compare and contrast the structure of each text also. Make up any missing work you may have, get it/them signed by a parent or guardian, and bring it/them to me on Monday.
Wed., May 7, 2014 -Code X pp. 349-355 - Packet ---- 1. Read the selection on pages 349-355. 2. Annotate as you read, and identify the Central Idea in each paragraph. 3. Answer the questions that run throughout the selection; you should answer them on the pages of the packet, but if you need more space feel free to answer the questions in your notebook.*The questions should be answered in complete sentences. If you are missing any of the required writing assignments, be sure to get it done correctly, have a parent or guardian sign it or them before you turn it or them in tomorrow!
Tues., May 6, 2014 - This is the last evening you're being given to work on Unit 4 Performance and Culminating Tasks! If necessary, tomorrow will be the last day we will work on these assignments in the classroom becausewe must move on to the next unit.
Mon., May 5, 2014 - (A.) Answer these question based on p. 49 of Word Gen. 1. According to the passage, what was the dispute about between the restaurants in Chicago and Los Angeles? 2. Can we trademark any word we want? Explain. 3. Can you trademark a phrase that you use often? Explain. 4. How have the media and Internet changed how our language is trademarked? Explain. 5. Is the idea of trademarking products news? Explain. B. Write an objective summary of the passage. C. Answer the question at the bottom of p. 49 and do the Voc. activity on p. 50 of Word Gen.
Fri., May 2, 2014 - 1. Proofread/Edit the revised copy of the C.T. If necessary, ask someone at home to help you with this part of the writing process. 2. Write the final copy of the Unit 4 C.T., making sure you adhere to the format and complete the Task accurately.
Thurs., May 1, 2014 - 1. Write a Revised copy of your Unit 4 Culminating Task. If you need to start afresh and write a new first draft for whatever reason, feel free to do so. 2. Make sure you add Transition Words and some vocabulary words from any lesson in the Word Generation book.
Wed., April 30, 2014 - Today we began working on identifying evidence, sources and pages and explain the evidence (Steve Jobs). 1. Tonight you must write an explanation to the evidence, sources, and pages that were given to you in class today on Steve Jobs. 2. Combining all the parts of the Culmination Tasks that have been assigned, and hopefully done, write the first draft of the C.T. 3. If you're missing the Performance Task for Unit 4, any part of the Culminating Task, or any other asignments given in the fourth quarter, so far, please get them done, assigned by a parent or guardian, and turn them in to me ASAP!
Tues., April 29, 2014 -- Unit 4 Culminating Task - Using your notes on "La Vida Robot" and the excerpt from Steve Jobs, write the Body of the C. T. Be sure to write a Topic Sentence and Supporting Details in each paragraph. This is being done on loose leaf paper. If you find the task some-what difficult, try your best and do as much of the assignment as possible.
Mon., April 28, 2014 - Unit 4 Culminating Task - Using the organizer done in class and the one assigned to be done at home over the weekend, write the Introduction and first paragraph of the Body. All Performance Task should have been turned in to me already! If you still have it, what are you keeping it for? Get it signed and turn it in!!!!
Fri., April 25, 2014 - (A).Answer the following questions from the excerpt of Steve Jobs' biography: 1. What is the perspective of Walter Isaacson on the factors/characteristics necessary to build a strong team? 2. How does Isaacson's team portray/show his perspectives on what makes a strong team? Identify the pages and paragraphs from which you got the answers for these two questions. 3. How does Isaacson's perspectives fit the quote, "What makes a good team worth more than the sum of its individual parts?" Explain, using specific details from the selection. (B). Answer the following questions about the selection on organ transplant on page 32 Word Generation. 1. Who is Tadamasa Goto? 2. Why do some people object to him having a liver transplant? 3. What is the meaning of the underlined word as it is used in question #2? 4. Why are healthy organs such a valuable commodity? 5. Why do you think hospitals try to honor the intrinsic value of a person? 6. What do you think? How should doctors decide who gets healthy organs? Use specific details from the selection on page 31 of Word Generation and your prior knowledge to answer this question. (C) Fill in the graph about Isaacson's perspectives on teamwork that you copied in your note book today; use the packet to help you.**
Thurs., April 24, 2014 - 1. Your Unit 4 - Performance Task is now overdue; if you did not turn it in as yet, get it signed by a parent or guardian and bring it in tomorrow! 2. Word Generation - p. 30 - Answer the short response question and use all of this week's focus words and as many of the previous words to help you complete the task. Pay attention to sentence structure, grammar, word usage, spelling, and punctuation. 3.
Wed., April 23, 2014 - 1. Word Generation pages 25-26. Make sure that you did complete the context clues and Pros & Cons activities. 2. Answer the question at the bottom of p.25 about whether or not marijuana should be allowed as a medical treatment. Cite textual evidence and use your own experience to answer the question. 3. If you did not turn in your Unit 4 Performance Task, please get it done and signed by a parent or guardian, and bring it in tomorrow. 4. Don't forget the two pictures/drawings that represent teamwork and will be used for the Performance Task and the Culminating Task. 5. Write an objective summary and a response to the excerpt of Steve Jobs' biography.
Fri., April 11, 2014 - 1.Do not forget to go on I-Ready and Achieve 3000 to do activities that are assigned. 2. Read the copy of the excerpt of the biography of Steve Jobs that was distributed to you today. 3. As you read, answer the questions that are on the sides of the pages; you may answer the questions right on the handout or in your notebook, if you do not have enough space on the handout. 4. After reading the excerpt and answering the questions, fill in the key ideas and details chart, along with any other charts that may be there to be filled in after the reading. 5. Remember to write the first draft, revised draft and edited copy of the Unit 4 Performance Task, but do NOT write the final copy on the task sheet and rubric that were given to you, until you return to school. Feel free to have someone at home review your work or help you, if you need help. You have everything you need to complete the task correctly, so be confident, go ahead and complete it, aiming for the highest possible grade.Draw (color it with vivid colors), copy, print, in color, any picture that you think exhibits good team work; this will be used as a cover page for your P.T. and C.T. so make two copies. In the midst of all this, remember to enjoy your vacation and stay safe. We'll meet again on Wednesday, April 23, 2014, and then we'll be heading for the finish line. Are you ready to run the race and cross the finish line?
Thurs., April 10, 2014 -
Wed., April 9, 2014 -
Tues., April 8, 2014 -
Mon., April 7, 2014 - (Today is the first day of the 4th and Final Quarter. Can you hear the clock ticking?) "Designing The Future" packet - 1. Read articles entitled "Students Take Tests at Home" and "Learning with Handhelds", annotating as you read. 2. Identify the Central Ideas of each paragraph in each article. 3. Identify the Central Idea of each article, and use supporting details to support your responses. 4. Write an objective summary of each article. 5. Write a personal response to both article. *Remember that you're still able to bring in signed, late assignments from last marking period. After Wednesday, April 9, 2014, late work will no longer be accepted. Bring in your old Word Generation book, if you had not already done so.
Fri., April 4, 2014 - (Today is the last day of the 3rd Quarter.) "Designing The Future" packet 1. Read the articles entitled "No Cell Phones? No Computers? No, Thank You! and "Talking Gets Easier", annotating as you read. 2. Identify the Central Idea of each paragraph of both articles. 3. Identify the Central Idea of each article, and use supporting details from the texts to support your responses. 4. If you were invited to a stay-away camp for one month of your summer vacation, and you were not allowed to have cell phones or any other electronics, would you accept the invitation to attend the camp? Why or Why not? Explain your response.Thurs., April 3, 2014 - 3rd and Final Day of the NYS ELA Exam!!!
Wed., April 2, 2014 - 2nd Day of the NYS ELA Exam - (Multiple Choice Questions, Short Responses, and one Extended Response) - Tomorrow's Exam will contain Short and Extended Responses only. In order to do a last practice before Day 3, do pp. of Ready. Don't forget to annotate.Tues., April 1, 2014 - 1st Day of the NYS ELA Exam - (42 Multiple Choice Questions) - Tomorrow's Exam will contain Multiple Choice Questions, several Short Responses and one Extended (Essay) Response. In order to do a last practice before Day 2 of the Exam, do pp. Ready
Mon., March 31, 2014 - This is the last day before the beginning of the New York State ELA Exam! Tomorrow's exam will contain several selections and 42 Multiple Choice Questions. Review the strategies that you should use to answer these questions. Don't forget that you can always go back to the selections in order to get the correct answers. DO NOT LEAVE ANY BLANKS ON YOUR ANSWER SHEET!!!! To do a last practice before Day 1 of the Exam (Multiple Choice Questions), do pp. in Ready Practice, and do not forget to annotate. Important Notice: For the duration of the Exam, remember to eat dinner, go tobed early, get up early, eat breakfast, and come to school on time, so as take the Exam with your classmates, as opposed to taking the make-up with students who are not in your class. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Fri., March 28, 2014 -
Thurs., March 27, 2014 -
Wed., March 26, 2014 -
Tues., March 25, 2014 -
Mon., March 24, 2014 -Word Generation, Lesson 3 - pp. 13-14 1. If you did not finish the classwork, do so now. 2. Answer the question on p. 13 and do the vocabulary activity on page 13.
Mon., March 24, 2014- Ready Practice, Practice Test 2: Book 2, pp. 93-98 1. Read each selection, annotating as you read, identifying the central idea in each paragraph. 2. Write an objective summary of each selection. 3. Answer the questions that follow, making sure to read the questions and answer choices very carefully before you choose an answer. 4. Write 3 questions about each selection. 5. What standard is addressed in each question? Use the front of the big Ready book to help you in identifying the standards.
Fri., March 21, 2014 -Ready Practice, Practice Test 2:Book 2, pp. 81-84 Read each selection, annotating as you read, identifying the central idea in each paragraph. 2. Write an objective summary of each section of "Women Warriors", three in total. 3. Answer the questions that follow, making sure to read the questions and answer choices very carefully before you choose an answer. - What standard is addressed in each question? Use the front of the big Ready book to help you in identifying the standards.
Thurs., March 20, 2014 -
Wed., March 19, 2014 -
Tues., March 18, 2014 - 1.
Mon., March 17, 2014 - (A) 1. Finish activity on p. 7 of Word Generation (Pros and Con + defining words in context). 2. Answer the questions at the bottom of the page on whether or not child actors are exploited by the film and television industry. 3. Read the article entitled "The Little League World Series' Only Perfect Game", and annotate, identifying the Central Idea and Main Events in each paragraph. 4. Identify the Central Idea of the entire article, and choose three details to support your response. (B) This is to be done in your homework notebook or section. 1. List the main events of the text in sequential order. 2. What Central Ide do these events have in common? 3. Write a one-sentence statement that tells the author's main focus.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., March 14, 2014 - Ready New York CCLS 2014 , Lesson 5, pp. 35-42 - 1. Finish the activities, making sure to pay attention to all directions. 2.As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, and 32 and 33, and give 3 details from each article to support your response. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Thurs., March 13, 2014 - 1 Ready New York CCLS 2014 , Lesson 4, pp. 27-34 - 1. Finish the activities, making sure to pay attention to all directions. 2.As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, and 32 and 33, and give 3 details from each article to support your response. 4. Write three questions about each article. Please note: Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Wed., March 12, 2014 - Ready New York CCLS 2014 - Lesson 3, pp. 19-26 - 1. Finish the activities, paying attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 22, 24 and 25, and give 3 details from each article to support the Central Idea you identified. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Tues., March 11, 2014 - 1. Reread/Scan/Skim the article, "Learning with Handhelds", and write three (3) questions under the Before Reading, During Reading, and the After Reading columns about the article that you think are important enough to help someone gain a better understanding of the selection.
Mon., March 10, 2014 - 1. New Word Generation - If you did not complete the classwork, please do so. (Fill in the Pros and Con T-Chart for "Should Schools Have a Vocational Track?") 2.Answer the question at the bottom of page 1. Be sure to use details from the selection and from your prior knowledge to support your response. 2. Reread/Scan/Skim the article entitled "Cars Without Drivers" and write three (3) questions about the article that you think are important enough to help someone gain a better understanding of the selection. 3. Don't forget the Jesse Jackson Puzzle!
Fri., March 7, 2014 -1. Read the article entitled "Cars Without Drivers" from the "Designing the Future" packet that was issued to you today. 2. Annotate, identifying the Central Idea in each paragraph.3. What is the Central Idea of the entire selection? *Cite at least three textual evidence to support your response. 4. Write an objective summary of each article. 5. Why did the author of each article write the article? Cite textual evidence from the article to support your response. 6. Proofread/Edit the Revised version of the Culminating Task. (By this time you should have an Organizer {Body is last Friday's homework}, the first draft and Revised version in your Work-in-Progress folder.)*Item #6 will be collected on Monday, March 10, 2014.*
Thurs., March 6, 2014 - 1. Answer the question and fill in the Venn diagram (comparing and contrasting the speaker in each poem) that you copied from the literature book today. Review these questions and the ones from last night's homework. There will be a test on the poems tomorrow. 2. Ready New York CCLS 2014 - Lesson 8 - Do activities on pp. 68-72. Remember to read the directions carefully and follow them, pay attention to all words or phrases written in bold letters, and annotate (identifying central ideas) as you read.
Wed., March 5, 2014 - A.) Today you copied questions relating to two poems, "Mother to Son" by Langston Hughes and "Speech to the Young: Speech to the Progress-Toward" by Gwendolyn Brooks. 1. You are to reread these poems. (Students who do not have access to the internet, were told to copy the poems during class, at lunch time, or stay with me a few minutes after dismissal so they could get the poems.) 2. Answer the questions in complete sentences, and cite textual evidence which will strongly support your response. 3. Both poems are addressing young people; which poem seems more hopeful? Explain your choice. 4. Which of the two poems do you think offers the best advice for a teenager today? Give reasons for your choice. (B) If you do not have a work-in-progress folder, which was requested from September 2013, please get one by Friday, March 7, 2014. By Friday you should have already written your Organizer (yesterday's homework) and first draft of Unit 3 Culminating Task.
Tues., March 4, 2014 --- 1. Following the formats for writing an effective essay and organizer, and using the information gathered over the weekend from the three articles about the benefits of having arts and music in school, write an easy-to-follow organizer that you will use to write the Culminating Task for Unit 3.
Mon., March 3, 20124 -A. 1. Word Generation, pp. 67-68; Finish today's classwork, identifying the Pros and the Cons for the controversy relating to whether or not single-gender education should be an option for families or should all public schools be co-ed. 2. Answer the question at the bottom of page 67; put in homework notebook or section. 3. Complete the activity on p. 68.
B. For the Performance Task you worked on graffiti as art. Search the internet to find a graffiti that represents art, but you CANNOT use one that you used before! This is to serve as a cover page, plus add some diversity to the back bulletin boards. C. All overdue assignments must be brought in no later than Wed., 3/5/14 and they must be signed by a parent or guardian; your portfolio MUST be updated and nothing should be missing! 8*FEBRUARY'S BOOK REPORTS/REVIEWS ARE OVERDUE!! Get them done and turn in ASAP! If you did not do the homework over the weekend, get it done and signed, and bring it in tomorrow!
Fri., Feb. 28, 2014 -1. Read and Annotate all three articles on art and music in school, identifying the Central Idea in each paragraph. 2. For each article, identify the reasons each author gives to justify his/her claim that art and music instruction in school are beneficial to students' overall academic success. Remember that you should make up all assignments given to you since the 3rd Marking Period began at the beginning of the month. In addition, you should be reading your leisure reading book at home, because you are expected to read and review at least two books for the month. The time for playing around is OVER!!!!
Thurs., Feb. 27, 2014 - (Parent/Teachers' Conference - Half Day - Use this time wisely; get your assignments done!!!) You were given three writing assignments for the 3rd Marking Period , so far (Graffiti Essay, Unit 3 Performance Task, "Discover Your Roots"). #1 & #2 are OVERDUE and need to be signed and turned in! You're being given until next week to turn them in. "Discover Your Roots" activity is now due.
Wed., Feb. 26, 2014 - 1. Revisit Ready NY CCLS 2014, pp. 164-165, 167-168.; read each poem, write its title and poet's name, and tell what is being said in each stanza or groups of lines. 2. Identify the rhyme scheme in each poem and give an example of each rhyme scheme. 3. What is the Central Idea in each poem? 4. Analyze each set of poems ("Annabel Lee" & "Remember" and "A Nation's Strength" & "I Hear America Singing") and tell how their structures differ and how they are similar (Compare & Contrast). 5. How does the structure of each poem lends itself to the meaning of the poem? Explain. 6.. Which poem's structure made it easier for you to understand the poem? Explain. 7. Which poem's structure made it most difficult to understand the poem? Explain. This must be done in your homework book or section. Don't forget that you should be reading for at least 30 minutes per night and write a response for every reading session; why not try Notice #2 below? Doing this will help you to improve your comprehension and writing skills and propel you to a Level 4!! Try it; you may be surprised!!**
Tues., Feb. 25, 2014- 1. Review the literary terms you were introduced to when we read "The Most Dangerous Game" (onomatopoeia, foreshadow, flashback, personification, irony/ironic, plot twist, simile, metaphor,...); tomorrow you'll have a test on Richard Connell's use of literary device in "The Most Dangerous Game". (It is a good idea to scan, skim or review the story before the test tomorrow.) 2.Revisit the questions you answered over the mid-winter break from Ready Practice , Practice Test 2: Book 1, pages 60-80, and identify which CCLS is being addressed in each question. Remember to revisit the Table of Contents in the Ready New York CCLS 2014 book to refresh your memory of the CCLS!
NEWS FLASH! ! 1. At the end of this week we will be half way through the 3rd Quarter/Marking Period! Any late writing assignments must be brought in by the latest Monday, March 3, 2014, and they must be signed by a parent or guardian!
2. Beginning next Monday, you'll have exactly four weeks before the State ELA Exam begins (April 1, 2014), so you need to get ready for it!!!!!**
When you read your Leisure Reading book(s), and homework assignments from your ELA, Science, and Social Studies classes, try and identify the CCLS that are addressed in each reading selection. In addition, pay attention to the structures of the texts, analyzing them, and identifying their importance to the text and why the authors chose to write in that manner. QUESTIONS? Feel free to see me.
Mon., Feb. 24, 2014- (A.) Finish classwork (Word Generation, p. 61), if you had not done so already. Be sure to fill in the Pros & Cons T-Chart and answer the question at the bottom of the page, making sure to cite evidence from the selection to support your stance. (B.) Using RATE, answer the following questions based on today's Word Gen. lesson: 1. Why did Senator Kennedy proposed to extend day of school in Massachusetts? 2. What might an extended day look like at your school? 3. What is the meaning of radical? Do you think extending the school day will be a radical change for the educational system? Explain your reasons. 4. Define component and crucial. What are some of the components that are crucial to the success of an extended school day? 5. Why do you think some people think extending the school day is not enough? Explain. How many Focus Words can you use in your answers to the questions above? Underline all the Focus Words you were able to use.(C.) Do the activity on p.62 of Word Gen.**
Thurs., Feb. 13, 2014 - Today you were given Ready New York CCLS Practice Book; do NOT do any of the practice tests unless they are assigned to you. - 1. During the mid-winter break, do Practice Test 2: Book 1 (pp. 58-80) only! You must annotate as you read, identifying Central Ideas of paragraphs and entire selections, along with supporting details. 2. Answer questions that follow each reading selection, and do not forget to read your Leisure Reading book and write a response. 3. If you're missing any assignments, make them up during the break, get them signed, and turn them in on Mon., Feb. 24,2014, when we return from the break.
Tues., Feb. 11, 2014- { 1.} Finish the classwork that you did not finish today, making sure that you complete the Task completely and correctly. Do not use as evidence any detail if you do not understand what it means! {2.} Ready New York CCLS 12014 a) Read pp. 3 - 7, including all directions and explanation, making sure that you annotate as you read, identifying the Central Idea in each paragraph. When you're finished reading the selections, do the Close Readings, Hints, and answer the questions, and don't forget to check in with your Study Buddy. You should go back to the selections to make sure you have the correct answers, and especially when you are doing the Short Response questions; remember to use RATE (Restate, Answer, Textual Evidence) when answering the Short Response questions.
Mon., Feb. 10, 2014 - 1.Reread the article entitled "Graffiti: Art Through Vandalism". Explain how the author supports the claim that graffiti is a legitimate form of art. Cite two (2)specificdetails from the text to support you answer (Short Response) - Write a first draft on loose leaf, along with an organizer. - Revise your first draft, put it on loose leaf paper, and edit, using a different color ink. Then write the final Short Response and the organizer (about 7-10 sentences).
Fri., Feb. 7, 2014 - 1. Write the final copy of your Graffiti Essay, making sure that you have completed the Task, introduced the topic, cited textual evidence to support both your stance and the opposition's stance, used transition and appropriate vocabulary words, adhere to the format for writing an essay and the guidelines that were given to you to write the essay. Of course, you must have an organizer, which you have revised, edited, and written a final copy of.
2. February is Black History Month! Do a mini-research to find out who started the celebration of Black History and why, and important facts you can find out about this person and his beliefs. Write answers in your homework notebook or section.
Thurs., Feb. 6, 2014 - Revise your essay on graffiti and write Revised Copy on loose leaf paper, remembering not to write on the back of the paper. Remember to cite evidence from the articles or your own experience and/or opinion to support your stance, and get a colored copy of the graffiti you plan to use to support your stance. If you do not have a color printer, don't worry because you can use one of the color printers that are in the school to print your chosen graffiti that fits in the guidelines below.
Wed., Feb. 5, 2014- Teacher was absent due to bad weather and health reasons.
Tues., Feb. 4, 2014-A. Graffiti: Art or Vandalism? Based on the information you gathered from reading the four articles on graffiti (see homework assignments for Jan. 10th, 15th, 17th and 23rd), where do you stand? Make a choice: Art or Vandalism? Use information from the articles, plus your prior knowledge and point of view to support your stance. Don't forget that you must give credit to the authors or articles used, if authors' names are unavailable!! Be sure to acknowledge and respond to the conflicting evidence or viewpoint. You will need an Introduction, a Body (conflicting opinion and reasoning and your stance with textual evidence and personal experience), and a Conclusion. Choose an appropriate graffiti, nothing with nudity, guns or weapons of any kind, drugs, or smoking! In addition, you may write your name in graffiti, if you wish.
Remember that you must do a Planning Page BEFORE you begin to write your brief essay!
Mon., Feb. 3, 2014 -1. Ready New York Revisit the assigned pages and answer the subtitles (Headings written in smaller font size than the Main Title of the article; for example p. 16, from "Language Change", and "Why They Change". You should underline the answers in the Ready... book, but write the subtitles and answers in your Homework book or section. These are the pages to revisit: pages 16 & 17; 114 (Check your "Study Buddy" and identify the key concepts in each paragraph and the details that support them - Circle key ideas and underline supporting details.); 116-117 - Answer the subtitles that come under the main title from "The Little Rock Nine"; and 120 (Don't forget to reread the editorial carefully and pay attention to what each box is asking you to do.) 2. Review your notes on "The Most Dangerous Game". 3. Use the Reciprocal Reading Strategies Chart to help you better understand the key concepts /central ideas of the article entitled "Should The U.S. Support The Development of More Biotechnology to Genetically Modify Food?
*February 3, 2014 is the beginning of the third Marking Period or Quarter!!!! If you failed or did not do as well as you could have done in the first half of the school year, you still have two Marking Periods to make up for lost time; however, you must work very hard because now you're playing "catch-up" and that's very hard to do, but it can be done. Do the Math!!
Fri., Jan. 31, 2014 - A) 1. Ready New York CCLS - Read pages 164-170. As you read, take notes or annotate, telling what each paragraph is saying. 2. Be sure to read all directions carefully and follow them! Do Whatever the Close Readings and Hints tell you to do and listen to your "Study Buddy"! (B) Identify the opposition's point of view on whether graffiti is art or vandalism. Remember to identify the article(s) from which you get information to complete this task.
Thurs., Jan. 30, 2014- 1. Visit by Summer Law Institute. Revisit last night's homework and do whatever you did not do. Ask any questions you may have after reading it again a second or third time. Pay careful attention to your response to the question on whether or not graffiti is art or vandalism.
Wed., Jan. 29, 2014 - A."Night Falls, and 5Pointz, a Graffiti Mecca, Is Whited Out in Queens" - Read the article and annotate, identifying Central Ideas and Supporting Details in each paragraph. Apply the Reciprocal Reading Strategies while reading this article. What is the author's purpose for writing this article?Based on the four articles that you read on graffiti and on your own knowledge, where do you stand? Is Graffiti Art or Vandalism? Support your response with examples from the articles and your own knowledge.
Tues., Jan. 28, 2014 - Ready New York CCLS 2014 Read pp. 161-163, annotate, write important notes, as you read and follow all directions! Review your notes on how to analyze and compare and contrast text structure.
Mon., Jan. 27, 2014 - (A) Word Generation p. 43 1. Continue using context clues to find the Focus Words' meanings. 2. What are the two sides of this question? (Should The Government Regulate Genetic Testing?) 3. How does each side defend its position? 2. Do page 44 of Word Generation. (B) Unit 2 Performance Task and Culminating Task are now overdue and must be signed by a parent or guardian. In addition, the Reviews on "The Story of Keech" and "The Most Dangerous Game", along with your individual Book Reviews are OVERDUE! The Marking Period ends this Friday and I will not accept any late work then because you have been given more than ample time to get the work done and turn in to me
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri. Jan. 24, 2014 - 1. Write the final copy of your Culminating Task Essay and your Organizer. You should have: First Draft of Essay and Organizer, Revised Essay and Organizer, Proofread and Edited Copy of Essay and Organizer, Final Copy of Essay and Organizer. 2. Article #4 - "Night Falls, and 5Pointz, a Graffiti Mecca, Is Whited Out in Queens" - Read the article and annotate, identifying Central Ideas and Supporting Details in each paragraph. Apply the Reciprocal Reading Strategies while reading this article. Underline and define, in context or by using a dictionary, the unfamiliar words in the article whose meanings you do not know. What is the author's purpose for writing this article? Explain.
Note: If you have not turned in the Performance Task for Unit 2, the Book Reviews, especially of the two stories done in class, get them done, signed by a parent or guardian, and bring them in on Monday, January 27, 2014!!!!
Thurs., Jan. 23. 2014 - 1. Ready New York CCLS 2014 - Read pages 119-121 carefully, paying attention to bold words, directions, questions, Close Reading, Hint, and Show Your Thinking. Annotate, as you, read, write the Central Idea of each paragraph and underline the supporting details. B. Proofread the Revised Version of your Culminating Task. Using a different colored ink, edit your essay; have someone at home help you, if necessary. Make sure that you have completed the task correctly, and that you have cited textual evidence to support your response.
Wed., Jan. 22, 2014 - Write your Revised Version of the Culminating Task on loose leaf paper, you should have a first draft and an organizer also. Do not write on the back of the paper! If you did not turn in the Book Reviews on "The Story of Keesh" and "The Most Dangerous Game, get it done soon!
Tues., Jan. 21, 2014 -1. Readthe article entitled "As Legal Graffiti Walls Disappear, Street Artists Ponder Future", annotating as you read; tell what each paragraph is about. 2. Use the Reciprocal Reading Strategies to help you understand the text. 3. What does it mean to ponder? 4. Underline every unfamiliar words that you do not know the meanings of and define them, in context or use a dictionary. 5. What is the author's purpose for writing this article? Explain. 6. Analyze and describe the structure of the article, and explain how the structure helps you to better understand the meaning of the article. 7. Of the three articles on graffiti that you've read, which one's structure helped you the most to understand the meaning of the text? Explain. (B) Begin to Revise your Unit 2 - Survival - Culminating Task. Reread the Task and make sure that you are doing exactly what it's asking you to do; don't forget to follow the format for writing an effective essay. (C) Don't forget to write your Book Reviews, especially the ones done as a class and for which you were given a different format. Time is running out!
Mon., Jan. 20, 2014 - Celebration of Dr. Martin Luther King, Jr.'s Birthday - School is closed.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 17, 2014A. 1. Read pages 114-115 of Ready New York CCLS 2014, annotating as you read. (You are not just underlining words, but you are writing notes, questions, etc. in the margins of the article, or in your notebook, identifying the paragraph for each annotation you write in your notebook.) 2. Read and follow all directions, paying close attention to the structure of the text (the way the text is written) and how it helps you to better understand the meaning of the text. Reading and following the Close Readings and Hints, and 'listening' to your "Study Buddy" will help you to better understand what the article is saying.If you still need help to understand what you're reading, you may use the Reciprocal Reading Strategies. B. "When is Graffiti Art and When is it Vandalism?" 1. Read the article, annotating as you read. 2. Based on page 2, last paragraph of the article, what does 'the Guardian' think of Tox's style of graffiti? 3. According to the police, when is graffiti vandalism? Do you agree or disagree with this opinion? Explain. 4. Keeping in line with the idea above (#3), when would the police consider graffiti as art? Explain. C. Analyze the structure of the article and tell how or if it helps you to better understand the article. 1. You should have the Organizer and the completed first draft of the Unit 2 Culminating Task with you on Tues., Jan. 21, 2014.. Don't forget to read and write your Book Reviews. If you did not turn in the two reviews of the two stories read in Unit 2, get them done and turn them in on Tues, Jan. 21, 2014.
Thurs., Jan. 16, 2014 - 1. Continue working on the Unit 2 Culminating Task; you should have written the Organizer and first draft by Tuesday, Jan.21, 2014. Be sure to do what the task is asking you to do. 2. Read pages 111-113 of Ready New York CCLS 2014, annotating as you read. Pay attention to and follow the directions, Close Readings, Hints, and your "Study Buddy".
Note: Begin to review your notes and activities done on "The Most Dangerous Game". Reread the story, or portions of it, if necessary, because you will be tested on it next week.
Wed., Jan. 15, 2014 - 1. Read the article entitled "Graffiti: Art Through Vandalism", annotating as you go. 2. Write the central idea of each paragraph. 3. Describe the graffiti that is on the first page. What is your opinion of it? 4. Write the Body of the Culminating Task.
Tues., Jan. 14, 2014 - Ready New York CCLS 2014, pp. 11-18 1. Finish up the classwork, if you had not done so in class. Remember to always read and follow directions, Close Readings, Hints, and your "Study Buddy". 2. Do the remaining pages for homework (pp. 15-18), remembering to annotate as you read, and to follow the process we used in class today.
Mon., Jan. 13, 2014 - 1. Complete your Planning Page/Organizer and first paragraph for the Unit 2 - Survival Culminating Task. Remember that you should to go back to your notes and your copy of "The Most Dangerous Game" in order to get the details that you need to complete the Task. 2. Finish exercise on p. 36 of Word Generation.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 10, 2014 - 1. What do you think are the traits of a survivor? (three) 2. What traits do Keesh and Rainsford possess that are traits of a survivor? 3. What examples from the stories can you use to support each trait in #2 above? For each trait you should have 2-3 examples.Thurs., Jan. 9, 2014 - 1. Vocabulary - Finish writing the part of speech and the definition for each of the voc. words you began defining in class today (tangible, intangible, allegory, onomatopoeia, double-entendre, wholesome, anthropomorphism, ennui, conniving, antagonist, protagonist,pier, Parisian). 2. Find the Characterization assignment that was given to you on Dec. 20, 2013, and write it neatly on loose leaf paper or type it, using font size 14 and a style that can easily be read. Do not write on the back of the loose leaf!*(3.) Answer the following questions and put the answers on loose leaf paper, or you may type it. A) Who is your most favorite character in "The Most Dangerous Game" and why? Explain, citing evidence from the text to support your response. B) Who is your least favorite character and why? Explain, citing evidence from the text to support your response. Please note that this assignment will be attached to the Characterization Assignment and be counted as one assignment. Review the elements of the short story that are found in "The Most Dangerous Game", in addition to the Characterization assignment.*
Wed., Jan. 8, 2014 - 1. Work on the Reviews of the literature (two stories below), making sure that you're following the format that you copied in class. The Reviews are due on Fri., Jan. 10, 2014. You should be doing your leisure reading, writing your responses, and a Review when you've finished reading each book; the Reviews should be turned in to me whenever you do them; don't wait to turn them in because you may forget and that will not help your grade.
Tues., Jan., 7, 2014 - 1. Do exercise on page 32 of Word Generation, in addition to the two questions that were dictated to you. 2. Begin working on the Reviews of "The Story of Keesh" and "The most Dangerous Game". Be sure to follow the format that was given to you.
Mon., Jan. 6, 2014 - 1. Answer the questions on page 31 of Word Generation, in addition to the two questions that were dictated to you. 2. Put the final touches on your Performance Task and turn it in tomorrow, if you had not already done so.
Fri., Jan, 3, 2014 - 1. School was closed due to the terrible snow condition on the roadways.
Thurs., Jan. 2, 2014- 1. Finish working on the Performance Task for Unit 2 - Survivor. 2. Be sure to complete the Characterization assignment that was reviewed and clarified in class today, and was first assigned on Friday, 12/20/14. It's very important that you review and follow your notes as you complete the task. Be sure that sections of the Tests on "The Most Dangerous Game" will deal with characterization! 3. The Business Letter Test that was postponed before the Christmas break will be given to you before the Test on "The Most Dangerous Game" (sometimes this week so study your notes).4. Don't forget that you should be reading daily and responding to what you have read! Six Book Reviews are due before the Marking Period/Quarter ends on Friday, January 31, 2014!
Happy New Year! The time is fast approaching for the ELA Exam, so everyone need to tighten their seatbelts as we work rigorously towards passing this test with "flying colors"! It won't be easy, but it can be done, if you're willing to challenge yourself and do your very best!!! Ready! Set! Go!!!!!
Fri.,Dec. 20, 2013- 1. There are four main characters in "The Most Dangerous Game", Sanger Rainsford, General Zaroff, Whitney, and Ivan. Identify each character's traits (3-5) and cite textual evidence to support your response. Your may draw a chart like this one:
Name: Sanger Rainsford
Traits ( two columns) Textual Evidence
curious.......................................................... While he is on the deck he hears ...
*Do this assignment on loose leaf paper, remembering not to write on the back of the paper. This assignment will be turned in and graded so do the best that you can.2. Remember to Proofread and Edit your Performance Task and don't be afraid to ask someone at home to help you. In addition, review your notes on how to effectively Proofread/Edit your writing. 3. Write the final copies of the Essay and the Organizer, keeping in mind that you are expected to turn in the first draft, revised, and edited copies of the essay and organizer as well. 3. Have a safe and Merry Christmas and a Happy New Year! Come back ready to work for your graduation (passing subject classes and state's exams, as well as meeting the attendance requirements, etc.)! 4. Don't forget to read and respond after every reading session. You must turn in 6 Book Reviews by the last Friday in January, 2014! 5. Don't forget to complete the i-Ready Diagnostic Reading Test and any assignment that is given to you.
Thurs., Dec. 19, 2013 - 1. Finish reading "The Most Dangerous Game" (pages 16-20) and fill in the Reciprocal Reading Chart for these pages. 2. Continue working on your Performance Task, making sure you're following what the Task is asking you to do.
Wed., Dec. 18, 2013 - 1. Finish the Reciprocal Reading Chart for pages 11-15 of "The Most Dangerous Game" that you began in class today. 2. Based on today's review of the Task, add necessary details, textual evidence, and references to your first draft of the Performance Task on "The Story of Keesh" that you might have omitted. 3. Write the Revised Version of the Performance Task on loose leaf paper, and do NOT write on the back of the paper. REMINDER: Tomorrow you'll get a quiz on Story Elements and the parts of the Business Letter, so review your notes!
Tues., Dec. 17, 2013 - A) Finish the Reciprocal Reading Chart for pages 6-10. B) Answer the following questions based on pp. 6-10 of "The Most Dangerous Game": 1.what are Rainsford's impressions of General Zaroff as seen on page 6, "Rainsford's first impression..."? 2. On page 6 Connell describes General Zaroff as having a smile that "showed red lips and pointed teeth." What do you think he's saying about the general? 3. Who is Ivan and what are your impressions of him? Cite textual evidence to support your response. 4) On page 7, paragraph 4. "...there was one small trait of the general's that made Rainsford uncomfortable. Whenever he looked up from his plate he found the general studying him, appraising him narrowly." What do you think is happening here? Explain.
Mon., Dec. 16, 2013 - A.) Continue looking for the types of figurative language that was done in class today; underline or highlight each and tell the kind each is, ex. simile, metaphor, personification, etc. B. Read each line, sentence, or phrase that was taken from pages 1-5 of "The Most Dangerous Game", and answer the question relating to it. 1. Lines 14 & 15 - "The best sport in the world." agreed Rainsford. "For the hunter," amended Whitney. "Not for the jaguars." What is Rainsford and Whitney saying? 2. Lines 16-19 - "Don't talk rot, Whitney," said Rainsford. "You're a big-game hunter, not a philosopher. Who cares how a jaguar feels?'' "Perhaps the jaguar does," observed Whitney. "Bah! They've no understanding." - What do you learn about Whitney and Rainsford from this conversation? 3. Lines 20-22 : "Even so, I rather think they understand one thing--fear. The fear of pain and the fear of death." "Nonsense," laughed Rainsford. "This hot weather is making you soft, Whitney. Be realist. The world is made up of two classes--the hunters and the huntees. Luckily, you and I hunters." - What does this reveal about Whitney and Rainsford? 4. What does Rainsford mean in line 39? 5.. What's happening in lines 53-61? 6. What kind of animal do you think Rainsford heard in lines 74-76? Explain. 7. Reread page 5 and tell what's going on and make a prediction about what you think will happen to Rainsford.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Dec. 13, 2013 - A) 1. Write a summary of the first page of "The Most Dangerous Game", making sure to underline the unfamiliar words you found; write these words in the voc. section of your notebook and write their meanings, as well. 2. Based on the the events on the first page, make a prediction about the next four pages. 3. Read the next four pages of the story, underlining unfamiliar words and try defining them in context. Was your prediction correct? Explain. 4. Identify the Story Elements found throughout these pages. If necessary, go back to your notes and review the Story Elements.Be reminded that you should annotate as you read the story, and "Stop and Check", as often as you need to make sure that you understand what is going on in the story.B) Write the Conclusion for the first draft of the Performance Task on "The Story of Keesh". Make sure that you adhere to what the Task is asking you to do, and use the contents of your Organizer. Again, check your notes because in them you'll find what you need to complete the Task accurately.
Thurs., Dec. 12, 2013- 1.Review your Organizer for the Performance Task on "The Story of Keesh". 2. Finish writing the first draft of the essay on loose leaf! Be sure to follow the Organizer, which should mimic the Task!! Do NOT write on the back of the paper.
Wed.,Dec. 11, 2013- 1. Complete the other sections of the Organizer for "The Story of Keesh". After doing this, you should have the completed Organizer for the entire essay, and tomorrow we'll begin to write the first draft.
Tues., Dec. 10, 2013 - 1. If you did not turn in your completed Secret Wiretapping assignment, please get it signed and turn it in tomorrow, 12/11/13. 2. Review the Performance Task on "The Story of Keesh", and write the two (2) sections of the Organizer you were told to do. Put on loose leaf paper, and do NOT write on the back of the paper!
Mon., Dec. 9, 2013 - 1. Continue working on the Secret Wiretapping Controversy, making sure you have used all the required Focus Words appropriately, and you have done what the Task asked you to do. Your final copy is due tomorrow.
Fri., Dec. 6, 2013 - 1. Schooli-wide writing assignment on thequestion, "Should Secret Wiretapping be Legal?"A) Write a new organizer in your notebook in which you state your stance. You should have at least three reasons, supported with relevant, specific details, which can come from the article, in addition to your personal perception, notion, or ideas; write the first draft of the assignment.Be sure to include the required Focus Words (All of Lesson 5, and appropriateones from Lessons 1-4), and citations in the organizer, as well as in the letter, itself. B) Following the appropriate format for writing the Business Letter, complete your Task as follows: Paragraph 1: Introduce yourself (name and age), tell what class you're in, the school you attend, and the address of the school. In addition, tell why you are writing this letter; state your stance and mention your reasons, but do NOT explain them here! (This works like your Thesis Statement in an essay.) Body: Each reason must be written as the topic sentece for each paragraph. This will be followed by your supporting details (cite textual evidence and reference, and add your own personal feelings or ideas). The Body will contain three well-developed paragraphs! In the Conclusion you will tell what you're expecting the Senator to do. You can tell her/him to send you a response to the address in the Heading, or give an email address where he/she can send you a response via the internet. Be sure to put the Closing in the correct place and use the appropriate term. Of course, do not forget your signature and your printed name! C) Revise the letter and organizer in your notebook, then write the revised versions on looseleaf papers; the organizer and the letter must not be written on the same paper! D) Proofread your letter and organizer and edit them with different colored ink. Underline ALL the Focus Words you used in the letter; you may do this with colored ink, if you wish. After you're sure that you have correctly completed the Task and edited letter and organizer carefully, you may then write the final letter and organizer. Yes, you may type the final copies, but you MUST follow the guidelines for typing! You must also follow the guidelines for hand-written pieces! When all is said and done, you will have the first drafts in your note book, and two (2) copies of your revised,edited, and final letter and organizer on loose leaf or typed. If you need help, remember that your family members are there to help you, and you MUST go back to the articles in the Word Generation book, especially to see how the Focus Words were used.
Thurs., Dec. 5, 2013- 1. What if you found out that your cell phone was tapped and that someone was listening to your 'private' conversation, what would you do? 2. What would knowing this information make you feel? Explain. Give specific details. Review last night's homework assignment, and if you did not complete it, or do it at all, please feel free to do so and get it signed by a parent or guardian, and bring it in tomorrow.**
Wed., Dec. 4, 2013- 1.Who are your state's senators and how can you get in contact with them? 2. Add more details, cite textual evidence and reference to the assignment that was given to you on Mon., 12/2/13, from Word Generation, page 25. Remember to use the Focus Words for this week's article in your response, and use some from the last 4weeks to complete the task, and enrich your writing with 'sophisticated' vocabulary.
Tues., Dec. 3, 2013- 1. Do the activity on page 26 of Word Generation. 2. If you owe any assignments that are within the acceptable period, get them done, signed by a parent or guardian, and bring them in!
Mon., Dec. 2, 2013- B. Read or reread page 25 of Word Generation, "Should secret wiretapping be legal?". 1) What reasons do the people who agree with the Protect America Act give for their stance? 2) What reasons do the people who are against the Protect America Act give for their stance? 3) What do you think? Should secret wiretapping to help the government catch terrorists be legal? Or do you think, notwithstanding the risks of a possible attack, nobody should be able to spy on our conversation without telling us? Where do you stand? Cite textual evidence, personal and prior knowledge to support your stance.
A. Complete the activity on page 24 of Word Generation by transferring the answers that you wrote in your notebook on November 25, 2013.
Wed., Nov. 27, 2013 - 1. Write a summary of the story, or sections of the story you read ("the Story of Keesh"). 2. Write a response in which you react to the setting, main character, and one of the conflicts found within this story. 3. If you did not finish reading the story, write a prediction about what you think will happen next. Notice: If you did not turn in your letter, get it done, have a parent or guardian sign it, and bring it in on Mon., Dec. 2, 2013. 4. If you are able to do the i-Ready Diagnostic Reading Test in Reading during this time, go ahead and do it, but you must be very serious about the work. The grade you receive is very important! If you are not able to get any of it done at home, provisions will be made for you to get it done in school, so don't worry.REMINDER: You should be reading for 30 minutes each day and writing a response to what you've read; don't forget that you must give me at least five (5) book reviews each Marking Period, and you are expected to read 25 books for the school year. Please Note: You must read different genres (kinds of books - fiction and nonfiction), and the comic books must be limited! As a matter of fact, show me the books you intend to read.
Have a safe and fun-filled Thanksgiving Day and weekend!
Tues., Nov. 26, 2013 - 1. Write a summary of the story you began in class today entitled "The Story of Keesh". Your summary must answer the following questions: Who? What? When? Where? Why? How? 2. Based on what you learned (your summary), make a prediction about what will happen next in the story. Your prediction must be relevant to what you already know. Reminder: Your Business Letter must be turned in to me before you leave for the Thanksgiving break!
Mon., Nov. 25, 2013-A. Reread article entitled "Should Adoption Information Be Kept Private or Made Public?" on pg. 19 of Word Generation. Answer the following questions based on the article: 1. Why do some adoptive parents prefer closed adoptions? 2. Why do some birth parents prefer open adoption? Based on their context, write the meanings of the underlined words as they are used in the article. 3. Should all adopted children, like Phelan, have the right to know their birth parents? Or should some parents be allowed to keep adoption information private? Take a stance and give your reasons. Cite evidence to support your stance. If you personally know of someone, or have heard about someone in this position, you may use this as example also.
Fri., Nov. 22, 2013 - Write the final copy of the Business Letter and the organizer. Make sure that you have written the Heading and the Inside Address correctly; go back and review the formats for writing the Business Letter, and follow the one that you are more comfortable with. You will be turning in the final letter and organizer, edited letter and organizer, and first draft of letter and organizer. Make sure that you have completed all the parts of the task: 1st paragraph - Introduce yourself, your grade and school you are attending, and tell why you are writing the letter. 2nd paragraph - State your stance on the question as to whether or not it should be illegal for people to rent pets. Then provide your argument/supporting details that will support or back up your stance. Remember, if you use facts from the article, please cite it as a reference and do not write it as your own; do not plagiarize!
2. Use the next five (5) Words to Know and write a sentence for each where the sentence will reflect (tell) the meaning of each word.
Thurs., Nov. 21, 2013- 1. Proofread your letter to your state assembly member and edit, using a different colored ink. Make sure you have used transition and persuasive words, and you have the correct name and address of your assembly person. Remember to proofread and edit your organizer, as well.
Wed., Nov. 20, 2013 - A. Create an organizer in which you list your arguments for your stance on whether or not it should be illegal to rent a pet. B. Write a revised business letter, using the Business Letter Format of your choice. In the first paragraph you should introduce yourself, your grade, and the school you are attending. In addition, tell why you are writing this letter. In the 2nd paragraph, write your stance, which will be the Topic Sentence. Your supporting details will be your reasons for your stance. If you use any information from the article, be sure to paraphrase or use quotation marks, if you are using a direct quote. Don't forget to cite your source (article, person, etc.) Don't forget to use Transition Words! Make sure you hace a correct name and address of your chosen state assembly member. As usual, do NOT write on the back of the loose leaf paper.
Tues., Nov. 19, 2013 - 1. Word Generation p.229 Write a letter to one of yourstate assembly member about your stance on the controversy of whether or not renting pets should be illegal.
Mon., Nov. 18, 2013 - 1. Do page 12 in your Word Generation book. Use the Focus Words in your response. 2. Reread page 13 of your Word Gen. book. 3. Identify the two positions that are discussed in the 'controversy' about renting pets. 4. Tell what arguments each side has for defending their stance/position. Using a T-Chart would make it much easier for one to identify the positions and arguments given for each position. *Don't forget to turn in your final copy Culminating Task tomorrow, 11/19/2013!**
Fri., Nov. 15, 2013 - 1. Pay careful attention to your edited copies, as you write the final copy of your essay and the organizer. Remember to: Write the proper heading. Skip a line and write "Unit 1 Culminating Task". Skip another line and write your title, which is the question that was asked of you. Skip another line and begin your essay; skip a line between each paragraph, and do not write on the back of the paper! Take your time and write neatly. If you type, use font size 14, double space, and choose a style that is easy to read. MAKE SURE TO USE THE SPELL CHECK, if you type your final essay.
Thurs., Nov. 14, 2013 - 1. Paying attention to today's notes on citing examples and references, continue inserting cited evidence and resources that will help you to support your stance.
Wed., Nov. 13, 2013 - 1. Write a second 'revised version' of your essay, based on the work done in class today. Begin to cite evidence and resources that can be used to support your stance!
Tues., Nov. 12, 2013 - 1. Continue revising (writing) your first draft of the Culminating Task. This is the last week we'll be working on this assignment! 2. Be sure to add Transition Words throughout your essay.
Monday, November 11, 2013- School is closed for Veterans' Day.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Fri., Nov. 8, 2013 - 1. Using the format for writing an effective essay, the Task Sheet for Unit 1 - Culminating Task, and your organizer you worked on in class today, write the first draft of your essay. Remember to paraphrase or use quotation marks for excerpts (pieces) you use verbatim (word for word) from the selections, so you won't plagiarize. 2. Remember that you should be reading at least 30 minutes per day and writing a response to what you have read. See the reminder below.
Thurs., Nov. 7, 2013 - 1. Using your planning page and your knowledge of what makes an effective Introduction, write an Introduction for the Culminating Task for Unit 1 - "College 101".
Wed., Nov. 6, 2013- 1. After reviewing your notes on "The Year of the Mooc", and at least one of these articles, "Students Take Tests at Home", and "Free Classess: Pay Less, Get Less?", take a stance where you decide whether MOOC or Traditional Classroom Setting is more academically advantageous for students (better for students to achieve success). 2. Once you have taken your stance, write a planning page where you cite evidence to support your stance and tell from which articles (names,pages, paragraphs, etc.) each evidence was taken from.
B. Reminder:You should be reading for at least 30 minutes per night and writing a response ( connections, questions, point of view, predictions, etc.) to what you have read. If you do this, you should be able to achieve the goal of number of books read (25). You must not read "baby" books; challenge your mind and see where reading will take you!
Tues., Nov. 5, 2013...... School is closed for Election Day.
Mon., Nov. 4, 2013 - 1. Read the selection entitled "The Life of a Sloth", which is on p. 72 of Friday's handout. 2. Answer the questions which follow. Pay careful attention to the hints that will help you to get the correct answers. 3. As usual, you should annotate, make notes, underline, or highlight important details and Central Ideas. B. Read the article entitled "Should School Be A Place For Debates?". Notice how the Focus Words are used in the article. - Annotate and identify Central Idea in each paragraph. (You may write in the book.) There is no school tomorrow; don't waste the day. Get your homework done on time; let's start this quarter on the 'right foot'.
IMPORTANT NOTICE: Well students, we've finished one quarter, and the 2nd quarter has begun! As I mentioned in class, there will be certain changes in regards to LATE WORK that will take place for the remainder of the school year. Homework: If you did not do the homework for any reason what-so-ever, you must get it done WITHIN the SAME WEEK and turn it in with the signature of your parent or guardian, if it's to be accepted. Checking homework that is over a month late will no longer take place! TESTS: If you are absent when a test is given, it is yourresponsibility to see me immediately upon your return to school to schedule a time to take the test you missed. WRITING ASSIGNMENTS: These must be turned in when they are due, or within the following week, and they must also be signed and dated by a parent/guardian! BOOK REVIEWS: You are required to read 25 books by the end of the school year; therefore, you should turn in about 5 reviews for each quarter. You must follow the formats that were given to you and which should be a part of your notebook (taped, glued in, or stapled)! We have a lot of work to do, so let's begin!
Fri., Nov. 1, 2013- 1. Read pp. 67-71 of "Answering Detail Questions". Answer the Focus Question and any other questions that are found within these pages. Pay careful attention to the notes about "Looking for Important Details" and "Where can you find details in a passage?" 2. You may write notes on these pages, if they help to give you a better understanding of the material.
Thurs., Oct. 31, 2013- Today is "No Book Bag Day". Homework that was assigned on Wed., Oct. 30, 2013 will be checked on Fri., Nov. 1, 2013.
Wed., Oct. 30, 2013 - 1.
Tues., Oct. 29, 2013- 1. Finish classwork, if necessary. 2. Compare and Contrast the details in both articles, "Student Take Tests at Home" and "Free Classes: Pay Less, Get Less?" 3. Which article did you understand the most? Why? Explain.
Mon., Oct. 28, 2013 - 1. Write vocabulary words for the article entitled "Free Classes: Pay Less, Get Less?" 2. Read the article, and identify the Central Ideas; put on loose leaf paper. 3. If you did not finish the classwork, please do so.
Fri., Oct. 25, 2013 - 1. Answer the five (5) questions that you came up with in class today about the article. 2. Answer the two (2) Aim questions that were not answered in class.
Thurs., Oct. 24, 2013 - 1. Reread the article, "Students Take Tests at Home". 2. Answer the seven (7) questions that were dictated to you.
Wed., Oct. 23,2013- 1. Read the article entitled "Students Take Tests at Home". 2. Identify the Central Idea in each section of the article. 3. Write a summary and a response to the article; put on loose leaf paper and do not write on the back.
Tues., Oct. 22, 2013 - 1.Read the article (Lesson 16 or Lesson 18) you were given today. Answer the questions that follow. On loose leaf, write a summary of the selection; put on loose leaf.
Mon., Oct. 21, 2013 - Put on loose leaf, and do NOT write on the back. 1. What are the advantages and disadvantages of the traditional classroom setting? 2. What are the advantages and the disadvantages of MOOCs?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Oct. 18, 2013 - 1. Read handout entitled "Come On, Climb Kill!" 2. Answer the questions on the back of the sheet. 3. Write a summary of the selection (Who? What? When? Where? Why? How?) Put on loose leaf paper. 4. Based on your knowledge of the traditional classroom and the MOOCs, tell which your prefer. Explain your response.
Thurs., Oct. 17, 2013- 1. Read the handout that was given to you entitled "Terror at the Pension". 2. Answer the questions that are on the back of the selection. 3. Write a summary of the selection (Who? What? When? Where? Why? How?).
Wed., Oct. 16, 2013 -1. Reread from "A Picture of My Family," by Luis Garcia. 2. Compare and Contrast your family and the family of the narrrator. 3. Which family do you prefer? Explain your response.
Tues., Oct. 15, 2013 - 1. Read the excerpt from "A Picture of My Family," by Luis Garcia. 2. Identify the key idea in each paragraph and cite evidence to support your response. 3. Answer the four questions on the back of the paper. *You may go back to the selection as often as you like to get the correct answers.**
Fri., Oct. 11, 2013 - 1. Write each sentence below and fill in each blank/letter with the correct vocabulary word from the "Academic Vocabulary" and "Words to Know" in "The Year of the MOOC" news article. Write the sentences on loose leaf paper; do not write on the back of the paper.
1. The _A were working overtime to meet the deadline. 2. MOOCs have started a B in higher education. 3. Traditional online courses charge C and carry credits, but MOOCs are free and carry no credits. 4. It is said that cheating on MOOCs is a reality, but the professors are in total disbelief at the D copying done by many of the E in the MOOCs. 5. Most of the professors of MOOCs come from F campuses, such as Princeton, Columbia, and Duke. 6. A MOOC professor is videotaped for his _G to the students, since they are not in a traditional classroom. 7. Dr. Stavens said that MOOCs will cause more changes in higher education, and this will create more _H to the traditional classroom. 8. Andrew Ng boasted that the _I into MOOCs is growing very fast; it has reached more than 1.7 million, and is growing "faster than Facebook." 9. The students who started the fights were given _J_ suspensions, so they come to school every day, but are not permitted to attend classes. 10. Teacher assistants may K discussion boards so the students get feedback, which is done electronically.
Do not forget to read at least 30 minutes per day, and write a response to what you've read!**
Thurs., Oct. 10, 2013-1. Write one sentence for each of the "Academic Vocabulary" for "The Year of the Mooc" (lecture, disruption, traditional, enrollment, monitor, participant). ethnicity and persistence. Use the parts of speech of the words to help you to use them correctly. Define ethnicity and persistence.
Wed., Oct. 9, 2013- 1. Write on sentence for each "Academy Vocabulary" ( admission, unique, empathize, product, attribute and dynamic). Use the parts of speech of the words to help you to use them correctly.
Tues., Oct 8, 2013- 1. Compare and Contrast the traditional classroom settings and the modern-day, online classroom settings. You may use a Venn Diagram or a double T-Chart. For example,Traditional Classroom SettingsBoth/SimilaritiesModern-day, Online Classroom Settings 2. Which classroom setting do you think is more advantageous to the students, and which do you think is more of a disadvantage to them? Explain your responses, using supporting details from your prior knowledge of classroom settings. This assignment is to be done in your notebook!
Mon., Oct. 7, 2013 - 1. This is the last day that you are being told to write the final copy, making sure that you have included Transition Words in the appropriate places, followed the format for writing the essay, and have accurately completed the task. 2. If the essay is not turned in tomorrow, it will be late, and will then need to be signed by a parent or guardian before you submit it to me.
Fri., Oct. 4, 2013- 1. Revised the first draft of the Performance Task. (Use the NYC High School Directory as your source of information.) 2. Write the Revised Version of the essay. 3. Using different colored ink, Proofread and Edit the Revised Version. Have someone at home help you, if necessary.*Do NOT write the final version. *If you are still having difficulties, look below at the homework assignment that was given on Sept.**
Thurs., Oct. 3, 2013-1. Now that you've written the 1st draft of the Introduction and the T-Chart, continue in the same manner, using the supporting details from your T-Chart and the essay format, finish writing your completed 1st draft (Body - Textual Evidence (reasons - academic opportunities and extracurricular activities and your qualities that will help you to achieve academic success), and the Conclusion. Don't forget to follow the format and use Transition Words! - You CAN do it!
Wed., Oct. 2, 2013 - You have been assigned several mini writing pieces relating to this Performance Task - Choose a high school that you believe would be a good fit for your unique needs and abilities. Write an argument supporting the premise that this school should accept you as a future student. 1. Define premise and argument, as they relate to this task; write definitions in notebook. 2. (Go back to the assignments about the high schools, their addresses, your reasons for wanting to attend each, and your personal qualities that would help you to achieve success in these schools; pay careful attention to your responses, especially to the assignment when you were told to chose your #1 school,etc.) 3. Using this information, fill in the Supporting Details Planning T-Chart (on loose leaf paper). 4. Review the format for writing the Introduction. 5. Using this format and the details from your T-Chart, write the Introduction for this Performance Task (put on loose leaf paper).
Tues., Oct. 1, 2013- 1. Insert Transition Words where they belong in your essay. 2. Proofread and Edit your four paragraph essay. 3. Write final copy of essay and T-Chart. *Have someone help you, if necessary.**
Mon., Sept. 30, 2013 - Using today's notes and your two paragraphs on expectations for ELA class, write an Introduction and a Conclusion. Be sure to follow the Essay format you learned today; don't forget to check your notes if you have questions. At the end of this, you will end up with a four paragraph essay (Introduction, Body - two paragraphs on Expectations, and the Conclusion).
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Sept. 27, 2013 - 1. Make corrections on your expectations paragraph. If you did not answer the questions assigned yesterday, please do so.
Thurs., Sept. 26, 2013 -Reflect on the article entitled "Why Weren't You His Friends?" 1. If you were Curtis, the 8th grader at the Oak Street Middle School, what would you have done differently? Why? 2. What would you have done differently, if you were Mr. Taylor, Curtis' father? Why? 5. What do you think, Mr. Cameron, the principal, could have done so that the outcome would have been different? Explain.
Wed., Sept. 25, 2013- 1. Reread the article entitled "Why Weren't You His Friends?" 2. Write the Central Idea of each paragraph. Note: If you did assignment for the first page, just do the second page. If you were absent, do the assignment for the entire article. Again, you are being reminded to make up all missing assignments, get them signed by a parent or guardian, and turn them in!**
Tues., Sept. 24, 2013- 1. Read the first page of "Why Weren't you His Friends?". 2. Identify the Central Idea of each paragraph. * If you're missing any assignment(s), make it up, get it signed by a parent/guardian, and turn it in so you could get some form of credit.**
Mon., Sept. 23, 2013 - 1.Since you've chosen your #1 high school choice, Explain why you chose this school as your #1 school. 2. What personal qualities do you possess that would help you to achieve academic success in this school? Be specific and choose relevant qualities that lend themselves to success.
If you're missing any assignment(s), make it up, get it signed by a parent/guardian, and turn it in.
Fri., Sept. 20, 20131. Bring in your Independent Reading Book on Mon., Sept. 23, 2013 and EVERY day there after. Which personal quality do you believe is the least important and wouldn't affect your academic success by any means? Explain your response 2. Of all the high school choices you listed in your homework assignment, which one would you consider your #1 choice? Write the name and address of this school.
Thurs., Sept. 19, 2013 - 1.Do Wed.'s homework, since it was put on a bit late. Don't forget that you should be reading and responding every night.
Thurs., Sept. 19, 2013- 1.Do Wed.'s homework, since it was put on a bit late.
Wed., Sept. 18, 2013 - 1. Review and Revise last night's homework. Make sure the qualities you listed, and their examples, can lead to academic success. Of all your personal qualities that you wrote about in last night's homework assignment, which one do you think is the most important one that can help you to achieve academic success? Explain your response.
Tues., Sept. 17, 2013 - 1.Look back at the high schools you chose in last night's homework assignments. What personal qualities do you possess that would let you achieve academic success in these schools? High SchoolsPersonal Qualities & Examples
Mon., Sept. 16, 2013 - 1.Look through your Directory of NYC Public High Schools. 2. Chose three (3) schools you would like to attend. - Where are the schools located? - Why did you choose these schools? *Do this assignment on loose leaf paper. You need to bring in your two 2-pocket folders!
Names of SchoolsLocations (Addresses)Reasonsfor Choosing Schools 3. Get Responsibilities Sheet signed and bring in tomorrow.*ALL letters, Class Rules and Procedures MUST be signed and bring in so you can get credit!**
Fri., Sept. 13, 2013- 1. Continue Proofreading and Editing your work, if necessary. 2. Write final copies (paragraphs and organizer) on loose leaf paper. Do NOT write on the back of the paper! Skip a line between each paragraph. Be sure to write the required heading for ELA.
Thurs., Sept. 12, 2013 -1.Using your notes and the Editing Checklist, Edit your writing on ELA Expectations. 2. If you're missing any homework assignments, get them done and signed by a parent or guardian, and bring them in before it's too late. If a parent or guardian does not sign the late assignments, they will not be accepted and you will get no credit!
Wed., Sept., 11, 2013- 1. Write one paragraph telling how you plan on achieving your expectations (from last night's list). 2. Using today's notes on how to Revise a written piece, revise your two paragraphs on your Expectations for ELA class.
Tues., Sept. 10, 2013 - 1. Tell how you plan on achieving your expectations (last night's homework). List your answers. 2. Write one paragraph, using last night's homework, about your expectations for this class. 3. Get your Class Rules and Procedures signed by a parent or guardian.You'll get a 'zero', if they're not signed!
Mon., Sept. 9, 2013 - 1. Define Expectations. Tell which dictionary you got the definition from. 2. List five (5) expectations for you have for this ELA class.
Homework for 8-213
Tues., June 3, 2014 - 1. Finish your Introduction that was discussed and started in class today. 2. Using ALL the details in chart #4 (Bullet #2 on the Task sheet), write the 1st paragraph in the Body of Unit 5 Culminating Task. 3. Using ALL the details in chart #1, write the 2nd paragraph in the Body about Elizabeth's traits as portrayed in the excerpt entitled from The Little Rock Night: Struggle for Integration.
Mon., June 2, 2014 - 1. Conclusion: What information will you include in the conclusion of the C.T.? (Hint: Look at the format that was given to your for Unit 4 C. T. and do the same thing.) *List/Bullet the details you will use to write the conclusion of your essay (C.T.). 2. Copy the Organizer from your notebook and write the details on loose leaf paper, remembering not to write on the back of the paper. Introduction: Bullet (.) the required details you have gathered for this part of the Culminating Task. Body - 4 Charts: (#1) Elizabeth's Traits from the 1st account/ How it was Portrayed in the account/ Source (Author's Name)/Page #/Paragraph # (See homework assignment for May 22, 2014.)
(#2) Elizabeth and Hazel's traits as seen in the 2nd account/How Shown/Source/Page #/Paragraph # (See classwork and homework assignments for May 23, 2014.)
(#3) Events/Emotions (Bravery, Doing the right thing, Healing, and Forgiveness) that are brought out by these events
(#4) Brief explanation of the events that occurred in Little Rock, Arkansas -
Who?
What?
When?
Where?
Why?
How?
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Fri., May 30, 2014 - (A). S.I.T. - "It's Not Just the Clothes" Lexile 980 will be done by students with IEPs. Lexile 1080 will be done by the rest of the class. Read and do the activities like the ones that were assigned on Wed. and Thurs.; see below. (B) 1. Write an organizer for Unit 5 Culminating Task. 2. Answer the second bullet ( Provide a brief ...) You may answer the question in chart-form using Who? What? When? Where? Why? and How? Remember to go back to your notes, classwork and homework, and the packet on The Little Rock Nine and Elizabeth and Hazel. This is to be done in your notebook.
THIS IS ABSOLUTELY THE LAST WEEKEND YOU HAVE TO MAKE UP MISSING ASSIGNMENTS FOR THIS QUARTER, WHICH MUST BE SIGNED BY A PARENT OR GUARDIAN, AND TURNED IN TO ME ON MONDAY, JUNE 2,2014!!!!!!
Thurs., May 29, 2014 - SIT - "U.N. to Countries: Stop Smoking!" - Lexile 1080 1. Read and annotate the article. 2. Do the other activities like the ones below. 3. Write down any questions you may have regarding the article. 4. What do you think? Should the U.N. have the right to tell countries to stop smoking? Explain your response.
Wed., May 28, 2014 - Supplemental Informational Texts (SIT) - Unit 5 - Do the Right Thing - 1. Read and annotate the first two articles entitled "Pay Up!" and "Group Says: Don't Monkey With the Chimps!" 2. Write the Central Idea of each paragraph in each article. 3. Write an objective summary of each article. 4. Underline any words you don't know, write them in your notebook, and define them, include their parts of speech.
Tues., May 27, 2014 - Tomorrow you will have a test on the first section of Unit 5 - Do the Right Thing - The Little Rock Nine: Struggle for Integration. Study your notes, vocabulary, and the activities (questions and charts) relating to this reading. You will not have character traits or events revealing certain emotions on this test, but it will most certainly be on the next test, which is not far in the future. *Remember to make up missing work; time is running out on you!
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., May 23, 2014 - 1. Finish classwork, where you were told to identify Elizabeth and Hazel's traits, how they were shown in the article, "Elizabeth and Hazel", the source (author), page and paragraph #. You were also told to give at least four (4) traits (for each person) and a different event to prove each trait. In addition, you were told to identify which events showed bravery, doing the right thing, healing and forgiveness. (If you were absent from class, do this assignment as it is written; you should draw a chart like the one below to help you organize your answers.)
2. If you were given an essay to write about the "Little Rock Nine" and "Elizabeth and Hazel", how would you introduce the topic? 3. Write a brief explanation of the events that occurred in Little Rock, Arkansas, on September 4, 1957, include the answers to who? what? when? where? why? and how? 4. Reread paragraphs 15 and 16, and tell how both Elizabeth and Hazel were treated by their own community.
Thurs., May 22, 2014 - 1. Review the events in the Little Rock Nine, and identify four (4) personal traits of Elizabeth and tell what event brought out each trait; do not repeat the events. 2. Identify which example/event proved she was brave, did the right thing, and forgave others. This task should be done in a table or chart so that it will be easy to read/see at a glance.
#1.
Personal Traits
Evidence/Examples/Events
Source
Page
Paragraph #
Religious/Spiritual
She prayed in the morning before she went to school
Stephanie Fitzgerald
351
1
Wed., May 21, 2014 - 1. Reread the account of the meeting between Elizabeth and Hazel. 2. Write a dramatization (play form) of the meeting, including an introduction and 6-10 sets of dialogue. (1 set = Elizabeth speaks, and Hazel answers.)
Tues., May 20, 2014 - Little Rock Nine, pp. 368-371 - Charts Follow the directions and do not forget to cite evidence from the text to support your response.
Mon., May 19, 2014 - Word Generation , pp. 61-62 1. Finish classwork, if you had not already done so (Copy sentences that have the focus words into your notebook and determine the meaning of each word by the way it is used.). 2. Identify the Pros and Cons on whether or not shopping malls should be allowed to institute teen curfews. 3. Answer the question at the bottom of the page, along with the following questions. a. Using the information in the passage, why would parents disagree with a mall's decision to institute a teen curfew? b. What sort of incidents cause malls to institute teen curfews? c. What are the disadvantages of teen curfews for malls? d. What are the benefits of instituting teen curfews for malls? e. What is the role of a mall community? Babysitter? Business? Public space? Explain your response. Please note: All overdue assignments are to be made up, signed by parents, and turn in by the end of this week. After that, they can't be accepted anymore because we would be far into another unit.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Thurs., May 15, 2014 - Unit 5 - Do The Right Thing - Code X, pp. 360-367 (packet) 1. Do the Vocabulary activity on p. 360. 2. Read pp. 361-367, annotate as you read, and identify the Central Idea of each paragraph. 3. Answer the questions that are found throughout the reading (18 questions); write complete sentences. Answers can be written on the pages of the packer or in your notebook. Remember that you have no school on Friday, 5/16/14, so use your time wisely. If you have any overdue assignments, get them done correctly, have them signed by a parent or guardian, and bring them in on Mon., May19, 2014.
Wed., May 14, 2014 - Word Generation, pp. 55, 56 (A). Make sure you completed the classwork, context clues, and Pros and Cons. Answer the question at the bottom of p. 55, and complete the Vocabulary activity on p. 56.
Tues., May 13, 2014 - Answer the following questions based on the excerpt from "The Little Rock Nine: Struggle for Integration". Cite evidence in the text that strongly supports your response. 1. The author claims that the Little Rock Nine were 'inspiring". Explain how she supports her claim. 2. How does the author present Elizabeth's experiences with people outside of the school? 3. Why do you think she chooses that method to present Elizabeth's experiences? 4. What is the author's perspective on integrating Central High School in Little Rock, Arkansas? 5. Write an objective summary of this excerpt from "The Little Rock Nine". 6. Personal Connection: What if you were Elizabeth, how would you have reacted to the treatment you received, while attempting to get an equal education at Central High? Explain.
Mon., May 12, 2014 - (A). Finish all "Do Now" questions; write in complete sentences and cite textual evidence. (B). "There is safety in numbers." 1. What does this quote mean? 2. How does this quote relate to the excerpt of the Little Rock Nine that we're studying? Cite textual evidence to support your response. (C). Define the 6 voc. words copied in class today; write their part of speech. Write a sentence with each word. Your sentences must be related to the excerpt of the Little Rock Nine. *You may not copy sentences from the text, but you may use them as examples.*
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Thurs., May 8, 2014 - 1. Finish classwork. 2. "The Little Rock Nine" packet - Do pages 356-359. Write in complete sentences. 3. Ready NY - Reread pp. 116-117. Compare/Contrast the account in the packet and the account in the book, and write your response to both; compare and contrast the structure of each text also. Make up any missing work you may have, get it/them signed by a parent or guardian, and bring it/them to me on Monday.
Wed., May 7, 2014 - Code X pp. 349-355 - Packet ---- 1. Read the selection on pages 349-355. 2. Annotate as you read, and identify the Central Idea in each paragraph. 3. Answer the questions that run throughout the selection; you should answer them on the pages of the packet, but if you need more space feel free to answer the questions in your notebook. *The questions should be answered in complete sentences. If you are missing any of the required writing assignments, be sure to get it done correctly, have a parent or guardian sign it or them before you turn it or them in tomorrow!
Tues., May 6, 2014 - This is the last evening you're being given to work on Unit 4 Performance and Culminating Tasks! If necessary, tomorrow will be the last day we will work on these assignments in the classroom because we must move on to the next unit.
Mon., May 5, 2014 - (A.) Answer these question based on p. 49 of Word Gen. 1. According to the passage, what was the dispute about between the restaurants in Chicago and Los Angeles? 2. Can we trademark any word we want? Explain. 3. Can you trademark a phrase that you use often? Explain. 4. How have the media and Internet changed how our language is trademarked? Explain. 5. Is the idea of trademarking products news? Explain. B. Write an objective summary of the passage. C. Answer the question at the bottom of p. 49 and do the Voc. activity on p. 50 of Word Gen.
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., May 2, 2014 - 1. Proofread/Edit the revised copy of the C.T. If necessary, ask someone at home to help you with this part of the writing process. 2. Write the final copy of the Unit 4 C.T., making sure you adhere to the format and complete the Task accurately.
Thurs., May 1, 2014 - 1. Write a Revised copy of your Unit 4 Culminating Task. If you need to start afresh and write a new first draft for whatever reason, feel free to do so. 2. Make sure you add Transition Words and some vocabulary words from any lesson in the Word Generation book.
Wed., April 30, 2014 - Today we began working on identifying evidence, sources and pages and explain the evidence (Steve Jobs). 1. Tonight you must write an explanation to the evidence, sources, and pages that were given to you in class today on Steve Jobs. 2. Combining all the parts of the Culmination Tasks that have been assigned, and hopefully done, write the first draft of the C.T. 3. If you're missing the Performance Task for Unit 4, any part of the Culminating Task, or any other asignments given in the fourth quarter, so far, please get them done, assigned by a parent or guardian, and turn them in to me ASAP!
Tues., April 29, 2014 -- Unit 4 Culminating Task - Using your notes on "La Vida Robot" and the excerpt from Steve Jobs, write the Body of the C. T. Be sure to write a Topic Sentence and Supporting Details in each paragraph. This is being done on loose leaf paper. If you find the task some-what difficult, try your best and do as much of the assignment as possible.
Mon., April 28, 2014 - Unit 4 Culminating Task - Using the organizer done in class and the one assigned to be done at home over the weekend, write the Introduction and first paragraph of the Body. All Performance Task should have been turned in to me already! If you still have it, what are you keeping it for? Get it signed and turn it in!!!!
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., April 25, 2014 - (A). Answer the following questions from the excerpt of Steve Jobs' biography: 1. What is the perspective of Walter Isaacson on the factors/characteristics necessary to build a strong team? 2. How does Isaacson's team portray/show his perspectives on what makes a strong team? Identify the pages and paragraphs from which you got the answers for these two questions. 3. How does Isaacson's perspectives fit the quote, "What makes a good team worth more than the sum of its individual parts?" Explain, using specific details from the selection. (B). Answer the following questions about the selection on organ transplant on page 32 Word Generation. 1. Who is Tadamasa Goto? 2. Why do some people object to him having a liver transplant? 3. What is the meaning of the underlined word as it is used in question #2? 4. Why are healthy organs such a valuable commodity? 5. Why do you think hospitals try to honor the intrinsic value of a person? 6. What do you think? How should doctors decide who gets healthy organs? Use specific details from the selection on page 31 of Word Generation and your prior knowledge to answer this question. (C) Fill in the graph about Isaacson's perspectives on teamwork that you copied in your note book today; use the packet to help you.**
Thurs., April 24, 2014 - 1. Your Unit 4 - Performance Task is now overdue; if you did not turn it in as yet, get it signed by a parent or guardian and bring it in tomorrow! 2. Word Generation - p. 30 - Answer the short response question and use all of this week's focus words and as many of the previous words to help you complete the task. Pay attention to sentence structure, grammar, word usage, spelling, and punctuation. 3.
Wed., April 23, 2014 - 1. Word Generation pages 25-26. Make sure that you did complete the context clues and Pros & Cons activities. 2. Answer the question at the bottom of p.25 about whether or not marijuana should be allowed as a medical treatment. Cite textual evidence and use your own experience to answer the question. 3. If you did not turn in your Unit 4 Performance Task, please get it done and signed by a parent or guardian, and bring it in tomorrow. 4. Don't forget the two pictures/drawings that represent teamwork and will be used for the Performance Task and the Culminating Task. 5. Write an objective summary and a response to the excerpt of Steve Jobs' biography.
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Fri., April 11, 2014 - 1. Do not forget to go on I-Ready and Achieve 3000 to do activities that are assigned. 2. Read the copy of the excerpt of the biography of Steve Jobs that was distributed to you today. 3. As you read, answer the questions that are on the sides of the pages; you may answer the questions right on the handout or in your notebook, if you do not have enough space on the handout. 4. After reading the excerpt and answering the questions, fill in the key ideas and details chart, along with any other charts that may be there to be filled in after the reading. 5. Remember to write the first draft, revised draft and edited copy of the Unit 4 Performance Task, but do NOT write the final copy on the task sheet and rubric that were given to you, until you return to school. Feel free to have someone at home review your work or help you, if you need help. You have everything you need to complete the task correctly, so be confident, go ahead and complete it, aiming for the highest possible grade. Draw (color it with vivid colors), copy, print, in color, any picture that you think exhibits good team work; this will be used as a cover page for your P.T. and C.T. so make two copies. In the midst of all this, remember to enjoy your vacation and stay safe. We'll meet again on Wednesday, April 23, 2014, and then we'll be heading for the finish line. Are you ready to run the race and cross the finish line?
Thurs., April 10, 2014 -
Wed., April 9, 2014 -
Tues., April 8, 2014 -
Mon., April 7, 2014 - (Today is the first day of the 4th and Final Quarter. Can you hear the clock ticking?) "Designing The Future" packet - 1. Read articles entitled "Students Take Tests at Home" and "Learning with Handhelds", annotating as you read. 2. Identify the Central Ideas of each paragraph in each article. 3. Identify the Central Idea of each article, and use supporting details to support your responses. 4. Write an objective summary of each article. 5. Write a personal response to both article. *Remember that you're still able to bring in signed, late assignments from last marking period. After Wednesday, April 9, 2014, late work will no longer be accepted. Bring in your old Word Generation book, if you had not already done so.
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., April 4, 2014 - (Today is the last day of the 3rd Quarter.) "Designing The Future" packet 1. Read the articles entitled "No Cell Phones? No Computers? No, Thank You! and "Talking Gets Easier", annotating as you read. 2. Identify the Central Idea of each paragraph of both articles. 3. Identify the Central Idea of each article, and use supporting details from the texts to support your responses. 4. If you were invited to a stay-away camp for one month of your summer vacation, and you were not allowed to have cell phones or any other electronics, would you accept the invitation to attend the camp? Why or Why not? Explain your response. Thurs., April 3, 2014 - 3rd and Final Day of the NYS ELA Exam!!!
Wed., April 2, 2014 - 2nd Day of the NYS ELA Exam - (Multiple Choice Questions, Short Responses, and one Extended Response) - Tomorrow's Exam will contain Short and Extended Responses only. In order to do a last practice before Day 3, do pp. of Ready. Don't forget to annotate. Tues., April 1, 2014 - 1st Day of the NYS ELA Exam - (42 Multiple Choice Questions) - Tomorrow's Exam will contain Multiple Choice Questions, several Short Responses and one Extended (Essay) Response. In order to do a last practice before Day 2 of the Exam, do pp. Ready
Mon., March 31, 2014 - This is the last day before the beginning of the New York State ELA Exam! Tomorrow's exam will contain several selections and 42 Multiple Choice Questions. Review the strategies that you should use to answer these questions. Don't forget that you can always go back to the selections in order to get the correct answers. DO NOT LEAVE ANY BLANKS ON YOUR ANSWER SHEET!!!! To do a last practice before Day 1 of the Exam (Multiple Choice Questions), do pp. in Ready Practice, and do not forget to annotate. Important Notice: For the duration of the Exam, remember to eat dinner, go to bed early, get up early, eat breakfast, and come to school on time, so as take the Exam with your classmates, as opposed to taking the make-up with students who are not in your class. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Fri., March 28, 2014 -
Thurs., March 27, 2014 -
Wed., March 26, 2014 -
Tues., March 25, 2014 -
Mon., March 24, 2014 - Word Generation, Lesson 3 - pp. 13-14 1. If you did not finish the classwork, do so now. 2. Answer the question on p. 13 and do the vocabulary activity on page 13.
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Fri., March 21, 2014 -
Thurs., March 20, 2014 -
Wed., March 19, 2014 -
Tues., March 25, 2014 -
Mon., March 24, 2014 - Ready Practice, Practice Test 2: Book 2, pp. 93-98 1. Read each selection, annotating as you read, identifying the central idea in each paragraph. 2. Write an objective summary of each selection. 3. Answer the questions that follow, making sure to read the questions and answer choices very carefully before you choose an answer. 4. Write 3 questions about each selection. 5. What standard is addressed in each question? Use the front of the big Ready book to help you in identifying the standards.
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Fri., March 21, 2014 - Ready Practice, Practice Test 2:Book 2, pp. 81-84 Read each selection, annotating as you read, identifying the central idea in each paragraph. 2. Write an objective summary of each section of "Women Warriors", three in total. 3. Answer the questions that follow, making sure to read the questions and answer choices very carefully before you choose an answer. - What standard is addressed in each question? Use the front of the big Ready book to help you in identifying the standards.
Thurs., March 20, 2014 -
Wed., March 19, 2014 -
Tues., March 18, 2014 - 1.
Mon., March 17, 2014 - (A) 1. Finish activity on p. 7 of Word Generation (Pros and Con + defining words in context). 2. Answer the questions at the bottom of the page on whether or not child actors are exploited by the film and television industry. 3. Read the article entitled "The Little League World Series' Only Perfect Game", and annotate, identifying the Central Idea and Main Events in each paragraph. 4. Identify the Central Idea of the entire article, and choose three details to support your response. (B) This is to be done in your homework notebook or section. 1. List the main events of the text in sequential order. 2. What Central Ide do these events have in common? 3. Write a one-sentence statement that tells the author's main focus.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., March 14, 2014 - Ready New York CCLS 2014 , Lesson 5, pp. 35-42 - 1. Finish the activities, making sure to pay attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, and 32 and 33, and give 3 details from each article to support your response. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Thurs., March 13, 2014 - 1 Ready New York CCLS 2014 , Lesson 4, pp. 27-34 - 1. Finish the activities, making sure to pay attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 30, and 32 and 33, and give 3 details from each article to support your response. 4. Write three questions about each article. Please note: Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Wed., March 12, 2014 - Ready New York CCLS 2014 - Lesson 3, pp. 19-26 - 1. Finish the activities, paying attention to all directions. 2. As you read, annotate and identify the Central Idea in each paragraph. 3. Identify Central Idea in the articles on pp. 22, 24 and 25, and give 3 details from each article to support the Central Idea you identified. Write three effective questions about each article. Central Ideas, supporting details, and your questions are to be done in the homework notebook or section.
Tues., March 11, 2014 - 1. Reread/Scan/Skim the article, "Learning with Handhelds", and write three (3) questions under the Before Reading, During Reading, and the After Reading columns about the article that you think are important enough to help someone gain a better understanding of the selection.
Mon., March 10, 2014 - 1. New Word Generation - If you did not complete the classwork, please do so. (Fill in the Pros and Con T-Chart for "Should Schools Have a Vocational Track?") 2. Answer the question at the bottom of page 1. Be sure to use details from the selection and from your prior knowledge to support your response. 2. Reread/Scan/Skim the article entitled "Cars Without Drivers" and write three (3) questions about the article that you think are important enough to help someone gain a better understanding of the selection. 3. Don't forget the Jesse Jackson Puzzle!
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., March 7, 2014 - 1. Read the article entitled "Cars Without Drivers" from the "Designing the Future" packet that was issued to you today. 2. Annotate, identifying the Central Idea in each paragraph. 3. What is the Central Idea of the entire selection? *Cite at least three textual evidence to support your response. 4. Write an objective summary of each article. 5. Why did the author of each article write the article? Cite textual evidence from the article to support your response. 6. Proofread/Edit the Revised version of the Culminating Task. (By this time you should have an Organizer {Body is last Friday's homework}, the first draft and Revised version in your Work-in-Progress folder.) *Item #6 will be collected on Monday, March 10, 2014.*
Thurs., March 6, 2014 - 1. Answer the question and fill in the Venn diagram (comparing and contrasting the speaker in each poem) that you copied from the literature book today. Review these questions and the ones from last night's homework. There will be a test on the poems tomorrow. 2. Ready New York CCLS 2014 - Lesson 8 - Do activities on pp. 68-72. Remember to read the directions carefully and follow them, pay attention to all words or phrases written in bold letters, and annotate (identifying central ideas) as you read.
Wed., March 5, 2014 - A.) Today you copied questions relating to two poems, "Mother to Son" by Langston Hughes and "Speech to the Young: Speech to the Progress-Toward" by Gwendolyn Brooks. 1. You are to reread these poems. (Students who do not have access to the internet, were told to copy the poems during class, at lunch time, or stay with me a few minutes after dismissal so they could get the poems.) 2. Answer the questions in complete sentences, and cite textual evidence which will strongly support your response. 3. Both poems are addressing young people; which poem seems more hopeful? Explain your choice. 4. Which of the two poems do you think offers the best advice for a teenager today? Give reasons for your choice. (B) If you do not have a work-in-progress folder, which was requested from September 2013, please get one by Friday, March 7, 2014. By Friday you should have already written your Organizer (yesterday's homework) and first draft of Unit 3 Culminating Task.
Tues., March 4, 2014 --- 1. Following the formats for writing an effective essay and organizer, and using the information gathered over the weekend from the three articles about the benefits of having arts and music in school, write an easy-to-follow organizer that you will use to write the Culminating Task for Unit 3.
Mon., March 3, 20124 - A. 1. Word Generation, pp. 67-68; Finish today's classwork, identifying the Pros and the Cons for the controversy relating to whether or not single-gender education should be an option for families or should all public schools be co-ed. 2. Answer the question at the bottom of page 67; put in homework notebook or section. 3. Complete the activity on p. 68.
B. For the Performance Task you worked on graffiti as art. Search the internet to find a graffiti that represents art, but you CANNOT use one that you used before! This is to serve as a cover page, plus add some diversity to the back bulletin boards. C. All overdue assignments must be brought in no later than Wed., 3/5/14 and they must be signed by a parent or guardian; your portfolio MUST be updated and nothing should be missing! 8*FEBRUARY'S BOOK REPORTS/REVIEWS ARE OVERDUE!! Get them done and turn in ASAP! If you did not do the homework over the weekend, get it done and signed, and bring it in tomorrow!
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Feb. 28, 2014 - 1. Read and Annotate all three articles on art and music in school, identifying the Central Idea in each paragraph. 2. For each article, identify the reasons each author gives to justify his/her claim that art and music instruction in school are beneficial to students' overall academic success. Remember that you should make up all assignments given to you since the 3rd Marking Period began at the beginning of the month. In addition, you should be reading your leisure reading book at home, because you are expected to read and review at least two books for the month. The time for playing around is OVER!!!!
Thurs., Feb. 27, 2014 - (Parent/Teachers' Conference - Half Day - Use this time wisely; get your assignments done!!!) You were given three writing assignments for the 3rd Marking Period , so far (Graffiti Essay, Unit 3 Performance Task, "Discover Your Roots"). #1 & #2 are OVERDUE and need to be signed and turned in! You're being given until next week to turn them in. "Discover Your Roots" activity is now due.
Wed., Feb. 26, 2014 - 1. Revisit Ready NY CCLS 2014, pp. 164-165, 167-168.; read each poem, write its title and poet's name, and tell what is being said in each stanza or groups of lines. 2. Identify the rhyme scheme in each poem and give an example of each rhyme scheme. 3. What is the Central Idea in each poem? 4. Analyze each set of poems ("Annabel Lee" & "Remember" and "A Nation's Strength" & "I Hear America Singing") and tell how their structures differ and how they are similar (Compare & Contrast). 5. How does the structure of each poem lends itself to the meaning of the poem? Explain. 6.. Which poem's structure made it easier for you to understand the poem? Explain. 7. Which poem's structure made it most difficult to understand the poem? Explain. This must be done in your homework book or section. Don't forget that you should be reading for at least 30 minutes per night and write a response for every reading session; why not try Notice #2 below? Doing this will help you to improve your comprehension and writing skills and propel you to a Level 4!! Try it; you may be surprised!!**
Tues., Feb. 25, 2014 - 1. Review the literary terms you were introduced to when we read "The Most Dangerous Game" (onomatopoeia, foreshadow, flashback, personification, irony/ironic, plot twist, simile, metaphor,...); tomorrow you'll have a test on Richard Connell's use of literary device in "The Most Dangerous Game". (It is a good idea to scan, skim or review the story before the test tomorrow.) 2. Revisit the questions you answered over the mid-winter break from Ready Practice , Practice Test 2: Book 1, pages 60-80, and identify which CCLS is being addressed in each question. Remember to revisit the Table of Contents in the Ready New York CCLS 2014 book to refresh your memory of the CCLS!
NEWS FLASH! ! 1. At the end of this week we will be half way through the 3rd Quarter/Marking Period! Any late writing assignments must be brought in by the latest Monday, March 3, 2014, and they must be signed by a parent or guardian!
2. Beginning next Monday, you'll have exactly four weeks before the State ELA Exam begins (April 1, 2014), so you need to get ready for it!!!!!**
When you read your Leisure Reading book(s), and homework assignments from your ELA, Science, and Social Studies classes, try and identify the CCLS that are addressed in each reading selection. In addition, pay attention to the structures of the texts, analyzing them, and identifying their importance to the text and why the authors chose to write in that manner. QUESTIONS? Feel free to see me.
Mon., Feb. 24, 2014 - (A.) Finish classwork (Word Generation, p. 61), if you had not done so already. Be sure to fill in the Pros & Cons T-Chart and answer the question at the bottom of the page, making sure to cite evidence from the selection to support your stance. (B.) Using RATE, answer the following questions based on today's Word Gen. lesson: 1. Why did Senator Kennedy proposed to extend day of school in Massachusetts? 2. What might an extended day look like at your school? 3. What is the meaning of radical? Do you think extending the school day will be a radical change for the educational system? Explain your reasons. 4. Define component and crucial. What are some of the components that are crucial to the success of an extended school day? 5. Why do you think some people think extending the school day is not enough? Explain. How many Focus Words can you use in your answers to the questions above? Underline all the Focus Words you were able to use. (C.) Do the activity on p.62 of Word Gen.**
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Fri., Feb. 14, 2014 - See Thursday's info. below.
Thurs., Feb. 13, 2014 - Today you were given Ready New York CCLS Practice Book; do NOT do any of the practice tests unless they are assigned to you. - 1. During the mid-winter break, do Practice Test 2: Book 1 (pp. 58-80) only! You must annotate as you read, identifying Central Ideas of paragraphs and entire selections, along with supporting details. 2. Answer questions that follow each reading selection, and do not forget to read your Leisure Reading book and write a response. 3. If you're missing any assignments, make them up during the break, get them signed, and turn them in on Mon., Feb. 24,2014, when we return from the break.
Tues., Feb. 11, 2014 - { 1.} Finish the classwork that you did not finish today, making sure that you complete the Task completely and correctly. Do not use as evidence any detail if you do not understand what it means! {2.} Ready New York CCLS 12014 a) Read pp. 3 - 7, including all directions and explanation, making sure that you annotate as you read, identifying the Central Idea in each paragraph. When you're finished reading the selections, do the Close Readings, Hints, and answer the questions, and don't forget to check in with your Study Buddy. You should go back to the selections to make sure you have the correct answers, and especially when you are doing the Short Response questions; remember to use RATE (Restate, Answer, Textual Evidence) when answering the Short Response questions.
Mon., Feb. 10, 2014 - 1. Reread the article entitled "Graffiti: Art Through Vandalism". Explain how the author supports the claim that graffiti is a legitimate form of art. Cite two (2) specific details from the text to support you answer (Short Response) - Write a first draft on loose leaf, along with an organizer. - Revise your first draft, put it on loose leaf paper, and edit, using a different color ink. Then write the final Short Response and the organizer (about 7-10 sentences).
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Fri., Feb. 7, 2014 - 1. Write the final copy of your Graffiti Essay, making sure that you have completed the Task, introduced the topic, cited textual evidence to support both your stance and the opposition's stance, used transition and appropriate vocabulary words, adhere to the format for writing an essay and the guidelines that were given to you to write the essay. Of course, you must have an organizer, which you have revised, edited, and written a final copy of.
2. February is Black History Month! Do a mini-research to find out who started the celebration of Black History and why, and important facts you can find out about this person and his beliefs. Write answers in your homework notebook or section.
Thurs., Feb. 6, 2014 - Revise your essay on graffiti and write Revised Copy on loose leaf paper, remembering not to write on the back of the paper. Remember to cite evidence from the articles or your own experience and/or opinion to support your stance, and get a colored copy of the graffiti you plan to use to support your stance. If you do not have a color printer, don't worry because you can use one of the color printers that are in the school to print your chosen graffiti that fits in the guidelines below.
Wed., Feb. 5, 2014 - Teacher was absent due to bad weather and health reasons.
Tues., Feb. 4, 2014 - A. Graffiti: Art or Vandalism? Based on the information you gathered from reading the four articles on graffiti (see homework assignments for Jan. 10th, 15th, 17th and 23rd), where do you stand? Make a choice: Art or Vandalism? Use information from the articles, plus your prior knowledge and point of view to support your stance. Don't forget that you must give credit to the authors or articles used, if authors' names are unavailable!! Be sure to acknowledge and respond to the conflicting evidence or viewpoint. You will need an Introduction, a Body (conflicting opinion and reasoning and your stance with textual evidence and personal experience), and a Conclusion. Choose an appropriate graffiti, nothing with nudity, guns or weapons of any kind, drugs, or smoking! In addition, you may write your name in graffiti, if you wish.
Remember that you must do a Planning Page BEFORE you begin to write your brief essay!
Mon., Feb. 3, 2014 - 1. Ready New York Revisit the assigned pages and answer the subtitles (Headings written in smaller font size than the Main Title of the article; for example p. 16, from "Language Change", and "Why They Change". You should underline the answers in the Ready... book, but write the subtitles and answers in your Homework book or section. These are the pages to revisit: pages 16 & 17; 114 (Check your "Study Buddy" and identify the key concepts in each paragraph and the details that support them - Circle key ideas and underline supporting details.); 116-117 - Answer the subtitles that come under the main title from "The Little Rock Nine"; and 120 (Don't forget to reread the editorial carefully and pay attention to what each box is asking you to do.) 2. Review your notes on "The Most Dangerous Game". 3. Use the Reciprocal Reading Strategies Chart to help you better understand the key concepts /central ideas of the article entitled "Should The U.S. Support The Development of More Biotechnology to Genetically Modify Food?
*February 3, 2014 is the beginning of the third Marking Period or Quarter!!!! If you failed or did not do as well as you could have done in the first half of the school year, you still have two Marking Periods to make up for lost time; however, you must work very hard because now you're playing "catch-up" and that's very hard to do, but it can be done. Do the Math!!
Fri., Jan. 31, 2014 - A) 1. Ready New York CCLS - Read pages 164-170. As you read, take notes or annotate, telling what each paragraph is saying. 2. Be sure to read all directions carefully and follow them! Do Whatever the Close Readings and Hints tell you to do and listen to your "Study Buddy"! (B) Identify the opposition's point of view on whether graffiti is art or vandalism. Remember to identify the article(s) from which you get information to complete this task.
Thurs., Jan. 30, 2014 - 1. Visit by Summer Law Institute. Revisit last night's homework and do whatever you did not do. Ask any questions you may have after reading it again a second or third time. Pay careful attention to your response to the question on whether or not graffiti is art or vandalism.
Wed., Jan. 29, 2014 - A. "Night Falls, and 5Pointz, a Graffiti Mecca, Is Whited Out in Queens" - Read the article and annotate, identifying Central Ideas and Supporting Details in each paragraph. Apply the Reciprocal Reading Strategies while reading this article. What is the author's purpose for writing this article? Based on the four articles that you read on graffiti and on your own knowledge, where do you stand? Is Graffiti Art or Vandalism? Support your response with examples from the articles and your own knowledge.
Tues., Jan. 28, 2014 - Ready New York CCLS 2014 Read pp. 161-163, annotate, write important notes, as you read and follow all directions! Review your notes on how to analyze and compare and contrast text structure.
Mon., Jan. 27, 2014 - (A) Word Generation p. 43 1. Continue using context clues to find the Focus Words' meanings. 2. What are the two sides of this question? (Should The Government Regulate Genetic Testing?) 3. How does each side defend its position? 2. Do page 44 of Word Generation. (B) Unit 2 Performance Task and Culminating Task are now overdue and must be signed by a parent or guardian. In addition, the Reviews on "The Story of Keech" and "The Most Dangerous Game", along with your individual Book Reviews are OVERDUE! The Marking Period ends this Friday and I will not accept any late work then because you have been given more than ample time to get the work done and turn in to me
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri. Jan. 24, 2014 - 1. Write the final copy of your Culminating Task Essay and your Organizer. You should have: First Draft of Essay and Organizer, Revised Essay and Organizer, Proofread and Edited Copy of Essay and Organizer, Final Copy of Essay and Organizer. 2. Article #4 - "Night Falls, and 5Pointz, a Graffiti Mecca, Is Whited Out in Queens" - Read the article and annotate, identifying Central Ideas and Supporting Details in each paragraph. Apply the Reciprocal Reading Strategies while reading this article. Underline and define, in context or by using a dictionary, the unfamiliar words in the article whose meanings you do not know. What is the author's purpose for writing this article? Explain.
Note: If you have not turned in the Performance Task for Unit 2, the Book Reviews, especially of the two stories done in class, get them done, signed by a parent or guardian, and bring them in on Monday, January 27, 2014!!!!
Thurs., Jan. 23. 2014 - 1. Ready New York CCLS 2014 - Read pages 119-121 carefully, paying attention to bold words, directions, questions, Close Reading, Hint, and Show Your Thinking. Annotate, as you, read, write the Central Idea of each paragraph and underline the supporting details. B. Proofread the Revised Version of your Culminating Task. Using a different colored ink, edit your essay; have someone at home help you, if necessary. Make sure that you have completed the task correctly, and that you have cited textual evidence to support your response.
Wed., Jan. 22, 2014 - Write your Revised Version of the Culminating Task on loose leaf paper, you should have a first draft and an organizer also. Do not write on the back of the paper! If you did not turn in the Book Reviews on "The Story of Keesh" and "The Most Dangerous Game, get it done soon!
Tues., Jan. 21, 2014 - 1. Read the article entitled "As Legal Graffiti Walls Disappear, Street Artists Ponder Future", annotating as you read; tell what each paragraph is about. 2. Use the Reciprocal Reading Strategies to help you understand the text. 3. What does it mean to ponder? 4. Underline every unfamiliar words that you do not know the meanings of and define them, in context or use a dictionary. 5. What is the author's purpose for writing this article? Explain. 6. Analyze and describe the structure of the article, and explain how the structure helps you to better understand the meaning of the article. 7. Of the three articles on graffiti that you've read, which one's structure helped you the most to understand the meaning of the text? Explain. (B) Begin to Revise your Unit 2 - Survival - Culminating Task. Reread the Task and make sure that you are doing exactly what it's asking you to do; don't forget to follow the format for writing an effective essay. (C) Don't forget to write your Book Reviews, especially the ones done as a class and for which you were given a different format. Time is running out!
Mon., Jan. 20, 2014 - Celebration of Dr. Martin Luther King, Jr.'s Birthday - School is closed.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 17, 2014 A. 1. Read pages 114-115 of Ready New York CCLS 2014, annotating as you read. (You are not just underlining words, but you are writing notes, questions, etc. in the margins of the article, or in your notebook, identifying the paragraph for each annotation you write in your notebook.) 2. Read and follow all directions, paying close attention to the structure of the text (the way the text is written) and how it helps you to better understand the meaning of the text. Reading and following the Close Readings and Hints, and 'listening' to your "Study Buddy" will help you to better understand what the article is saying. If you still need help to understand what you're reading, you may use the Reciprocal Reading Strategies. B. "When is Graffiti Art and When is it Vandalism?" 1. Read the article, annotating as you read. 2. Based on page 2, last paragraph of the article, what does 'the Guardian' think of Tox's style of graffiti? 3. According to the police, when is graffiti vandalism? Do you agree or disagree with this opinion? Explain. 4. Keeping in line with the idea above (#3), when would the police consider graffiti as art? Explain. C. Analyze the structure of the article and tell how or if it helps you to better understand the article. 1. You should have the Organizer and the completed first draft of the Unit 2 Culminating Task with you on Tues., Jan. 21, 2014.. Don't forget to read and write your Book Reviews. If you did not turn in the two reviews of the two stories read in Unit 2, get them done and turn them in on Tues, Jan. 21, 2014.
Thurs., Jan. 16, 2014 - 1. Continue working on the Unit 2 Culminating Task; you should have written the Organizer and first draft by Tuesday, Jan.21, 2014. Be sure to do what the task is asking you to do. 2. Read pages 111-113 of Ready New York CCLS 2014, annotating as you read. Pay attention to and follow the directions, Close Readings, Hints, and your "Study Buddy".
Note: Begin to review your notes and activities done on "The Most Dangerous Game". Reread the story, or portions of it, if necessary, because you will be tested on it next week.
Wed., Jan. 15, 2014 - 1. Read the article entitled "Graffiti: Art Through Vandalism", annotating as you go. 2. Write the central idea of each paragraph. 3. Describe the graffiti that is on the first page. What is your opinion of it? 4. Write the Body of the Culminating Task.
Tues., Jan. 14, 2014 - Ready New York CCLS 2014, pp. 11-18 1. Finish up the classwork, if you had not done so in class. Remember to always read and follow directions, Close Readings, Hints, and your "Study Buddy". 2. Do the remaining pages for homework (pp. 15-18), remembering to annotate as you read, and to follow the process we used in class today.
Mon., Jan. 13, 2014 - 1. Complete your Planning Page/Organizer and first paragraph for the Unit 2 - Survival Culminating Task. Remember that you should to go back to your notes and your copy of "The Most Dangerous Game" in order to get the details that you need to complete the Task. 2. Finish exercise on p. 36 of Word Generation.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Jan. 10, 2014 - 1. What do you think are the traits of a survivor? (three) 2. What traits do Keesh and Rainsford possess that are traits of a survivor? 3. What examples from the stories can you use to support each trait in #2 above? For each trait you should have 2-3 examples. Thurs., Jan. 9, 2014 - 1. Vocabulary - Finish writing the part of speech and the definition for each of the voc. words you began defining in class today (tangible, intangible, allegory, onomatopoeia, double-entendre, wholesome, anthropomorphism, ennui, conniving, antagonist, protagonist, pier, Parisian). 2. Find the Characterization assignment that was given to you on Dec. 20, 2013, and write it neatly on loose leaf paper or type it, using font size 14 and a style that can easily be read. Do not write on the back of the loose leaf! *(3.) Answer the following questions and put the answers on loose leaf paper, or you may type it. A) Who is your most favorite character in "The Most Dangerous Game" and why? Explain, citing evidence from the text to support your response. B) Who is your least favorite character and why? Explain, citing evidence from the text to support your response. Please note that this assignment will be attached to the Characterization Assignment and be counted as one assignment. Review the elements of the short story that are found in "The Most Dangerous Game", in addition to the Characterization assignment.*
Wed., Jan. 8, 2014 - 1. Work on the Reviews of the literature (two stories below), making sure that you're following the format that you copied in class. The Reviews are due on Fri., Jan. 10, 2014. You should be doing your leisure reading, writing your responses, and a Review when you've finished reading each book; the Reviews should be turned in to me whenever you do them; don't wait to turn them in because you may forget and that will not help your grade.
Tues., Jan., 7, 2014 - 1. Do exercise on page 32 of Word Generation, in addition to the two questions that were dictated to you. 2. Begin working on the Reviews of "The Story of Keesh" and "The most Dangerous Game". Be sure to follow the format that was given to you.
Mon., Jan. 6, 2014 - 1. Answer the questions on page 31 of Word Generation, in addition to the two questions that were dictated to you. 2. Put the final touches on your Performance Task and turn it in tomorrow, if you had not already done so.
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Fri., Jan, 3, 2014 - 1. School was closed due to the terrible snow condition on the roadways.
Thurs., Jan. 2, 2014 - 1. Finish working on the Performance Task for Unit 2 - Survivor. 2. Be sure to complete the Characterization assignment that was reviewed and clarified in class today, and was first assigned on Friday, 12/20/14. It's very important that you review and follow your notes as you complete the task. Be sure that sections of the Tests on "The Most Dangerous Game" will deal with characterization! 3. The Business Letter Test that was postponed before the Christmas break will be given to you before the Test on "The Most Dangerous Game" (sometimes this week so study your notes). 4. Don't forget that you should be reading daily and responding to what you have read! Six Book Reviews are due before the Marking Period/Quarter ends on Friday, January 31, 2014!
Happy New Year! The time is fast approaching for the ELA Exam, so everyone need to tighten their seatbelts as we work rigorously towards passing this test with "flying colors"! It won't be easy, but it can be done, if you're willing to challenge yourself and do your very best!!! Ready! Set! Go!!!!!
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Fri., Dec. 20, 2013 - 1. There are four main characters in "The Most Dangerous Game", Sanger Rainsford, General Zaroff, Whitney, and Ivan. Identify each character's traits (3-5) and cite textual evidence to support your response. Your may draw a chart like this one:
Name: Sanger Rainsford
Traits ( two columns) Textual Evidencecurious.......................................................... While he is on the deck he hears ...
*Do this assignment on loose leaf paper, remembering not to write on the back of the paper. This assignment will be turned in and graded so do the best that you can.2. Remember to Proofread and Edit your Performance Task and don't be afraid to ask someone at home to help you. In addition, review your notes on how to effectively Proofread/Edit your writing. 3. Write the final copies of the Essay and the Organizer, keeping in mind that you are expected to turn in the first draft, revised, and edited copies of the essay and organizer as well. 3. Have a safe and Merry Christmas and a Happy New Year! Come back ready to work for your graduation (passing subject classes and state's exams, as well as meeting the attendance requirements, etc.)! 4. Don't forget to read and respond after every reading session. You must turn in 6 Book Reviews by the last Friday in January, 2014! 5. Don't forget to complete the i-Ready Diagnostic Reading Test and any assignment that is given to you.
Thurs., Dec. 19, 2013 - 1. Finish reading "The Most Dangerous Game" (pages 16-20) and fill in the Reciprocal Reading Chart for these pages. 2. Continue working on your Performance Task, making sure you're following what the Task is asking you to do.
Wed., Dec. 18, 2013 - 1. Finish the Reciprocal Reading Chart for pages 11-15 of "The Most Dangerous Game" that you began in class today. 2. Based on today's review of the Task, add necessary details, textual evidence, and references to your first draft of the Performance Task on "The Story of Keesh" that you might have omitted. 3. Write the Revised Version of the Performance Task on loose leaf paper, and do NOT write on the back of the paper. REMINDER: Tomorrow you'll get a quiz on Story Elements and the parts of the Business Letter, so review your notes!
Tues., Dec. 17, 2013 - A) Finish the Reciprocal Reading Chart for pages 6-10. B) Answer the following questions based on pp. 6-10 of "The Most Dangerous Game": 1. what are Rainsford's impressions of General Zaroff as seen on page 6, "Rainsford's first impression..."? 2. On page 6 Connell describes General Zaroff as having a smile that "showed red lips and pointed teeth." What do you think he's saying about the general? 3. Who is Ivan and what are your impressions of him? Cite textual evidence to support your response. 4) On page 7, paragraph 4. "...there was one small trait of the general's that made Rainsford uncomfortable. Whenever he looked up from his plate he found the general studying him, appraising him narrowly." What do you think is happening here? Explain.
Mon., Dec. 16, 2013 - A.) Continue looking for the types of figurative language that was done in class today; underline or highlight each and tell the kind each is, ex. simile, metaphor, personification, etc. B. Read each line, sentence, or phrase that was taken from pages 1-5 of "The Most Dangerous Game", and answer the question relating to it. 1. Lines 14 & 15 - "The best sport in the world." agreed Rainsford. "For the hunter," amended Whitney. "Not for the jaguars." What is Rainsford and Whitney saying? 2. Lines 16-19 - "Don't talk rot, Whitney," said Rainsford. "You're a big-game hunter, not a philosopher. Who cares how a jaguar feels?'' "Perhaps the jaguar does," observed Whitney. "Bah! They've no understanding." - What do you learn about Whitney and Rainsford from this conversation? 3. Lines 20-22 : "Even so, I rather think they understand one thing--fear. The fear of pain and the fear of death." "Nonsense," laughed Rainsford. "This hot weather is making you soft, Whitney. Be realist. The world is made up of two classes--the hunters and the huntees. Luckily, you and I hunters." - What does this reveal about Whitney and Rainsford? 4. What does Rainsford mean in line 39? 5.. What's happening in lines 53-61? 6. What kind of animal do you think Rainsford heard in lines 74-76? Explain. 7. Reread page 5 and tell what's going on and make a prediction about what you think will happen to Rainsford.
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Dec. 13, 2013 - A) 1. Write a summary of the first page of "The Most Dangerous Game", making sure to underline the unfamiliar words you found; write these words in the voc. section of your notebook and write their meanings, as well. 2. Based on the the events on the first page, make a prediction about the next four pages. 3. Read the next four pages of the story, underlining unfamiliar words and try defining them in context. Was your prediction correct? Explain. 4. Identify the Story Elements found throughout these pages. If necessary, go back to your notes and review the Story Elements. Be reminded that you should annotate as you read the story, and "Stop and Check", as often as you need to make sure that you understand what is going on in the story. B) Write the Conclusion for the first draft of the Performance Task on "The Story of Keesh". Make sure that you adhere to what the Task is asking you to do, and use the contents of your Organizer. Again, check your notes because in them you'll find what you need to complete the Task accurately.
Thurs., Dec. 12, 2013 - 1. Review your Organizer for the Performance Task on "The Story of Keesh". 2. Finish writing the first draft of the essay on loose leaf! Be sure to follow the Organizer, which should mimic the Task!! Do NOT write on the back of the paper.
Wed., Dec. 11, 2013 - 1. Complete the other sections of the Organizer for "The Story of Keesh". After doing this, you should have the completed Organizer for the entire essay, and tomorrow we'll begin to write the first draft.
Tues., Dec. 10, 2013 - 1. If you did not turn in your completed Secret Wiretapping assignment, please get it signed and turn it in tomorrow, 12/11/13. 2. Review the Performance Task on "The Story of Keesh", and write the two (2) sections of the Organizer you were told to do. Put on loose leaf paper, and do NOT write on the back of the paper!
Mon., Dec. 9, 2013 - 1. Continue working on the Secret Wiretapping Controversy, making sure you have used all the required Focus Words appropriately, and you have done what the Task asked you to do. Your final copy is due tomorrow.
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Fri., Dec. 6, 2013 - 1. Schooli-wide writing assignment on the question, "Should Secret Wiretapping be Legal?" A) Write a new organizer in your notebook in which you state your stance. You should have at least three reasons, supported with relevant, specific details, which can come from the article, in addition to your personal perception, notion, or ideas; write the first draft of the assignment. Be sure to include the required Focus Words (All of Lesson 5, and appropriate ones from Lessons 1-4), and citations in the organizer, as well as in the letter, itself. B) Following the appropriate format for writing the Business Letter, complete your Task as follows: Paragraph 1: Introduce yourself (name and age), tell what class you're in, the school you attend, and the address of the school. In addition, tell why you are writing this letter; state your stance and mention your reasons, but do NOT explain them here! (This works like your Thesis Statement in an essay.) Body: Each reason must be written as the topic sentece for each paragraph. This will be followed by your supporting details (cite textual evidence and reference, and add your own personal feelings or ideas). The Body will contain three well-developed paragraphs! In the Conclusion you will tell what you're expecting the Senator to do. You can tell her/him to send you a response to the address in the Heading, or give an email address where he/she can send you a response via the internet. Be sure to put the Closing in the correct place and use the appropriate term. Of course, do not forget your signature and your printed name! C) Revise the letter and organizer in your notebook, then write the revised versions on looseleaf papers; the organizer and the letter must not be written on the same paper! D) Proofread your letter and organizer and edit them with different colored ink. Underline ALL the Focus Words you used in the letter; you may do this with colored ink, if you wish. After you're sure that you have correctly completed the Task and edited letter and organizer carefully, you may then write the final letter and organizer. Yes, you may type the final copies, but you MUST follow the guidelines for typing! You must also follow the guidelines for hand-written pieces! When all is said and done, you will have the first drafts in your note book, and two (2) copies of your revised, edited, and final letter and organizer on loose leaf or typed. If you need help, remember that your family members are there to help you, and you MUST go back to the articles in the Word Generation book, especially to see how the Focus Words were used.
Thurs., Dec. 5, 2013 - 1. What if you found out that your cell phone was tapped and that someone was listening to your 'private' conversation, what would you do? 2. What would knowing this information make you feel? Explain. Give specific details. Review last night's homework assignment, and if you did not complete it, or do it at all, please feel free to do so and get it signed by a parent or guardian, and bring it in tomorrow.**
Wed., Dec. 4, 2013 - 1. Who are your state's senators and how can you get in contact with them? 2. Add more details, cite textual evidence and reference to the assignment that was given to you on Mon., 12/2/13, from Word Generation, page 25. Remember to use the Focus Words for this week's article in your response, and use some from the last 4weeks to complete the task, and enrich your writing with 'sophisticated' vocabulary.
Tues., Dec. 3, 2013 - 1. Do the activity on page 26 of Word Generation. 2. If you owe any assignments that are within the acceptable period, get them done, signed by a parent or guardian, and bring them in!
Mon., Dec. 2, 2013 - B. Read or reread page 25 of Word Generation, "Should secret wiretapping be legal?". 1) What reasons do the people who agree with the Protect America Act give for their stance? 2) What reasons do the people who are against the Protect America Act give for their stance? 3) What do you think? Should secret wiretapping to help the government catch terrorists be legal? Or do you think, notwithstanding the risks of a possible attack, nobody should be able to spy on our conversation without telling us? Where do you stand? Cite textual evidence, personal and prior knowledge to support your stance.
A. Complete the activity on page 24 of Word Generation by transferring the answers that you wrote in your notebook on November 25, 2013.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Wed., Nov. 27, 2013 - 1. Write a summary of the story, or sections of the story you read ("the Story of Keesh"). 2. Write a response in which you react to the setting, main character, and one of the conflicts found within this story. 3. If you did not finish reading the story, write a prediction about what you think will happen next. Notice: If you did not turn in your letter, get it done, have a parent or guardian sign it, and bring it in on Mon., Dec. 2, 2013. 4. If you are able to do the i-Ready Diagnostic Reading Test in Reading during this time, go ahead and do it, but you must be very serious about the work. The grade you receive is very important! If you are not able to get any of it done at home, provisions will be made for you to get it done in school, so don't worry. REMINDER: You should be reading for 30 minutes each day and writing a response to what you've read; don't forget that you must give me at least five (5) book reviews each Marking Period, and you are expected to read 25 books for the school year. Please Note: You must read different genres (kinds of books - fiction and nonfiction), and the comic books must be limited! As a matter of fact, show me the books you intend to read.
Have a safe and fun-filled Thanksgiving Day and weekend!
Tues., Nov. 26, 2013 - 1. Write a summary of the story you began in class today entitled "The Story of Keesh". Your summary must answer the following questions: Who? What? When? Where? Why? How? 2. Based on what you learned (your summary), make a prediction about what will happen next in the story. Your prediction must be relevant to what you already know. Reminder: Your Business Letter must be turned in to me before you leave for the Thanksgiving break!
Mon., Nov. 25, 2013 - A. Reread article entitled "Should Adoption Information Be Kept Private or Made Public?" on pg. 19 of Word Generation. Answer the following questions based on the article: 1. Why do some adoptive parents prefer closed adoptions? 2. Why do some birth parents prefer open adoption? Based on their context, write the meanings of the underlined words as they are used in the article. 3. Should all adopted children, like Phelan, have the right to know their birth parents? Or should some parents be allowed to keep adoption information private? Take a stance and give your reasons. Cite evidence to support your stance. If you personally know of someone, or have heard about someone in this position, you may use this as example also.
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Fri., Nov. 22, 2013 - Write the final copy of the Business Letter and the organizer. Make sure that you have written the Heading and the Inside Address correctly; go back and review the formats for writing the Business Letter, and follow the one that you are more comfortable with. You will be turning in the final letter and organizer, edited letter and organizer, and first draft of letter and organizer. Make sure that you have completed all the parts of the task: 1st paragraph - Introduce yourself, your grade and school you are attending, and tell why you are writing the letter. 2nd paragraph - State your stance on the question as to whether or not it should be illegal for people to rent pets. Then provide your argument/supporting details that will support or back up your stance. Remember, if you use facts from the article, please cite it as a reference and do not write it as your own; do not plagiarize!
2. Use the next five (5) Words to Know and write a sentence for each where the sentence will reflect (tell) the meaning of each word.
Thurs., Nov. 21, 2013 - 1. Proofread your letter to your state assembly member and edit, using a different colored ink. Make sure you have used transition and persuasive words, and you have the correct name and address of your assembly person. Remember to proofread and edit your organizer, as well.
Wed., Nov. 20, 2013 - A. Create an organizer in which you list your arguments for your stance on whether or not it should be illegal to rent a pet. B. Write a revised business letter, using the Business Letter Format of your choice. In the first paragraph you should introduce yourself, your grade, and the school you are attending. In addition, tell why you are writing this letter. In the 2nd paragraph, write your stance, which will be the Topic Sentence. Your supporting details will be your reasons for your stance. If you use any information from the article, be sure to paraphrase or use quotation marks, if you are using a direct quote. Don't forget to cite your source (article, person, etc.) Don't forget to use Transition Words! Make sure you hace a correct name and address of your chosen state assembly member. As usual, do NOT write on the back of the loose leaf paper.
Tues., Nov. 19, 2013 - 1. Word Generation p.229 Write a letter to one of your state assembly member about your stance on the controversy of whether or not renting pets should be illegal.
Mon., Nov. 18, 2013 - 1. Do page 12 in your Word Generation book. Use the Focus Words in your response. 2. Reread page 13 of your Word Gen. book. 3. Identify the two positions that are discussed in the 'controversy' about renting pets. 4. Tell what arguments each side has for defending their stance/position. Using a T-Chart would make it much easier for one to identify the positions and arguments given for each position. *Don't forget to turn in your final copy Culminating Task tomorrow, 11/19/2013!**
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Fri., Nov. 15, 2013 - 1. Pay careful attention to your edited copies, as you write the final copy of your essay and the organizer. Remember to: Write the proper heading. Skip a line and write "Unit 1 Culminating Task". Skip another line and write your title, which is the question that was asked of you. Skip another line and begin your essay; skip a line between each paragraph, and do not write on the back of the paper! Take your time and write neatly. If you type, use font size 14, double space, and choose a style that is easy to read. MAKE SURE TO USE THE SPELL CHECK, if you type your final essay.
Thurs., Nov. 14, 2013 - 1. Paying attention to today's notes on citing examples and references, continue inserting cited evidence and resources that will help you to support your stance.
Wed., Nov. 13, 2013 - 1. Write a second 'revised version' of your essay, based on the work done in class today. Begin to cite evidence and resources that can be used to support your stance!
Tues., Nov. 12, 2013 - 1. Continue revising (writing) your first draft of the Culminating Task. This is the last week we'll be working on this assignment! 2. Be sure to add Transition Words throughout your essay.
Monday, November 11, 2013 - School is closed for Veterans' Day.
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Fri., Nov. 8, 2013 - 1. Using the format for writing an effective essay, the Task Sheet for Unit 1 - Culminating Task, and your organizer you worked on in class today, write the first draft of your essay. Remember to paraphrase or use quotation marks for excerpts (pieces) you use verbatim (word for word) from the selections, so you won't plagiarize. 2. Remember that you should be reading at least 30 minutes per day and writing a response to what you have read. See the reminder below.
Thurs., Nov. 7, 2013 - 1. Using your planning page and your knowledge of what makes an effective Introduction, write an Introduction for the Culminating Task for Unit 1 - "College 101".
Wed., Nov. 6, 2013 - 1. After reviewing your notes on "The Year of the Mooc", and at least one of these articles, "Students Take Tests at Home", and "Free Classess: Pay Less, Get Less?", take a stance where you decide whether MOOC or Traditional Classroom Setting is more academically advantageous for students (better for students to achieve success). 2. Once you have taken your stance, write a planning page where you cite evidence to support your stance and tell from which articles (names,pages, paragraphs, etc.) each evidence was taken from.
B. Reminder: You should be reading for at least 30 minutes per night and writing a response ( connections, questions, point of view, predictions, etc.) to what you have read. If you do this, you should be able to achieve the goal of number of books read (25). You must not read "baby" books; challenge your mind and see where reading will take you!
Tues., Nov. 5, 2013 ...... School is closed for Election Day.
Mon., Nov. 4, 2013 - 1. Read the selection entitled "The Life of a Sloth", which is on p. 72 of Friday's handout. 2. Answer the questions which follow. Pay careful attention to the hints that will help you to get the correct answers. 3. As usual, you should annotate, make notes, underline, or highlight important details and Central Ideas. B. Read the article entitled "Should School Be A Place For Debates?". Notice how the Focus Words are used in the article. - Annotate and identify Central Idea in each paragraph. (You may write in the book.) There is no school tomorrow; don't waste the day. Get your homework done on time; let's start this quarter on the 'right foot'.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------IMPORTANT NOTICE: Well students, we've finished one quarter, and the 2nd quarter has begun! As I mentioned in class, there will be certain changes in regards to LATE WORK that will take place for the remainder of the school year. Homework: If you did not do the homework for any reason what-so-ever, you must get it done WITHIN the SAME WEEK and turn it in with the signature of your parent or guardian, if it's to be accepted. Checking homework that is over a month late will no longer take place! TESTS: If you are absent when a test is given, it is your responsibility to see me immediately upon your return to school to schedule a time to take the test you missed. WRITING ASSIGNMENTS: These must be turned in when they are due, or within the following week, and they must also be signed and dated by a parent/guardian! BOOK REVIEWS: You are required to read 25 books by the end of the school year; therefore, you should turn in about 5 reviews for each quarter. You must follow the formats that were given to you and which should be a part of your notebook (taped, glued in, or stapled)! We have a lot of work to do, so let's begin!
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Nov. 1, 2013 - 1. Read pp. 67-71 of "Answering Detail Questions". Answer the Focus Question and any other questions that are found within these pages. Pay careful attention to the notes about "Looking for Important Details" and "Where can you find details in a passage?" 2. You may write notes on these pages, if they help to give you a better understanding of the material.
Thurs., Oct. 31, 2013 - Today is "No Book Bag Day". Homework that was assigned on Wed., Oct. 30, 2013 will be checked on Fri., Nov. 1, 2013.
Wed., Oct. 30, 2013 - 1.
Tues., Oct. 29, 2013 - 1. Finish classwork, if necessary. 2. Compare and Contrast the details in both articles, "Student Take Tests at Home" and "Free Classes: Pay Less, Get Less?" 3. Which article did you understand the most? Why? Explain.
Mon., Oct. 28, 2013 - 1. Write vocabulary words for the article entitled "Free Classes: Pay Less, Get Less?" 2. Read the article, and identify the Central Ideas; put on loose leaf paper. 3. If you did not finish the classwork, please do so.
Fri., Oct. 25, 2013 - 1. Answer the five (5) questions that you came up with in class today about the article. 2. Answer the two (2) Aim questions that were not answered in class.
Thurs., Oct. 24, 2013 - 1. Reread the article, "Students Take Tests at Home". 2. Answer the seven (7) questions that were dictated to you.
Wed., Oct. 23, 2013 - 1. Read the article entitled "Students Take Tests at Home". 2. Identify the Central Idea in each section of the article. 3. Write a summary and a response to the article; put on loose leaf paper and do not write on the back.
Tues., Oct. 22, 2013 - 1. Read the article (Lesson 16 or Lesson 18) you were given today. Answer the questions that follow. On loose leaf, write a summary of the selection; put on loose leaf.
Mon., Oct. 21, 2013 - Put on loose leaf, and do NOT write on the back. 1. What are the advantages and disadvantages of the traditional classroom setting? 2. What are the advantages and the disadvantages of MOOCs?
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Oct. 18, 2013 - 1. Read handout entitled "Come On, Climb Kill!" 2. Answer the questions on the back of the sheet. 3. Write a summary of the selection (Who? What? When? Where? Why? How?) Put on loose leaf paper. 4. Based on your knowledge of the traditional classroom and the MOOCs, tell which your prefer. Explain your response.
Thurs., Oct. 17, 2013 - 1. Read the handout that was given to you entitled "Terror at the Pension". 2. Answer the questions that are on the back of the selection. 3. Write a summary of the selection (Who? What? When? Where? Why? How?).
Wed., Oct. 16, 2013 - 1. Reread from "A Picture of My Family," by Luis Garcia. 2. Compare and Contrast your family and the family of the narrrator. 3. Which family do you prefer? Explain your response.
Tues., Oct. 15, 2013 - 1. Read the excerpt from "A Picture of My Family," by Luis Garcia. 2. Identify the key idea in each paragraph and cite evidence to support your response. 3. Answer the four questions on the back of the paper. *You may go back to the selection as often as you like to get the correct answers.**
Mon., Oct. 14, 2013 - School is closed.
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Fri., Oct. 11, 2013 - 1. Write each sentence below and fill in each blank/letter with the correct vocabulary word from the "Academic Vocabulary" and "Words to Know" in "The Year of the MOOC" news article. Write the sentences on loose leaf paper; do not write on the back of the paper.
1. The _A were working overtime to meet the deadline. 2. MOOCs have started a B in higher education. 3. Traditional online courses charge C and carry credits, but MOOCs are free and carry no credits. 4. It is said that cheating on MOOCs is a reality, but the professors are in total disbelief at the D copying done by many of the E in the MOOCs. 5. Most of the professors of MOOCs come from F campuses, such as Princeton, Columbia, and Duke. 6. A MOOC professor is videotaped for his _G to the students, since they are not in a traditional classroom. 7. Dr. Stavens said that MOOCs will cause more changes in higher education, and this will create more _H to the traditional classroom. 8. Andrew Ng boasted that the _I into MOOCs is growing very fast; it has reached more than 1.7 million, and is growing "faster than Facebook." 9. The students who started the fights were given _J_ suspensions, so they come to school every day, but are not permitted to attend classes. 10. Teacher assistants may K discussion boards so the students get feedback, which is done electronically.
Do not forget to read at least 30 minutes per day, and write a response to what you've read!**
Thurs., Oct. 10, 2013 - 1. Write one sentence for each of the "Academic Vocabulary" for "The Year of the Mooc" (lecture, disruption, traditional, enrollment, monitor, participant). ethnicity and persistence. Use the parts of speech of the words to help you to use them correctly. Define ethnicity and persistence.
Wed., Oct. 9, 2013 - 1. Write on sentence for each "Academy Vocabulary" ( admission, unique, empathize, product, attribute and dynamic). Use the parts of speech of the words to help you to use them correctly.
Tues., Oct 8, 2013 - 1. Compare and Contrast the traditional classroom settings and the modern-day, online classroom settings. You may use a Venn Diagram or a double T-Chart. For example, Traditional Classroom Settings Both/Similarities Modern-day, Online Classroom Settings 2. Which classroom setting do you think is more advantageous to the students, and which do you think is more of a disadvantage to them? Explain your responses, using supporting details from your prior knowledge of classroom settings. This assignment is to be done in your notebook!
Mon., Oct. 7, 2013 - 1. This is the last day that you are being told to write the final copy, making sure that you have included Transition Words in the appropriate places, followed the format for writing the essay, and have accurately completed the task. 2. If the essay is not turned in tomorrow, it will be late, and will then need to be signed by a parent or guardian before you submit it to me.
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Fri., Oct. 4, 2013 - 1. Revised the first draft of the Performance Task. (Use the NYC High School Directory as your source of information.) 2. Write the Revised Version of the essay. 3. Using different colored ink, Proofread and Edit the Revised Version. Have someone at home help you, if necessary. *Do NOT write the final version. *If you are still having difficulties, look below at the homework assignment that was given on Sept.**
Thurs., Oct. 3, 2013 - 1. Now that you've written the 1st draft of the Introduction and the T-Chart, continue in the same manner, using the supporting details from your T-Chart and the essay format, finish writing your completed 1st draft (Body - Textual Evidence (reasons - academic opportunities and extracurricular activities and your qualities that will help you to achieve academic success), and the Conclusion. Don't forget to follow the format and use Transition Words! - You CAN do it!
Wed., Oct. 2, 2013 - You have been assigned several mini writing pieces relating to this Performance Task - Choose a high school that you believe would be a good fit for your unique needs and abilities. Write an argument supporting the premise that this school should accept you as a future student. 1. Define premise and argument, as they relate to this task; write definitions in notebook. 2. (Go back to the assignments about the high schools, their addresses, your reasons for wanting to attend each, and your personal qualities that would help you to achieve success in these schools; pay careful attention to your responses, especially to the assignment when you were told to chose your #1 school,etc.) 3. Using this information, fill in the Supporting Details Planning T-Chart (on loose leaf paper). 4. Review the format for writing the Introduction. 5. Using this format and the details from your T-Chart, write the Introduction for this Performance Task (put on loose leaf paper).
Tues., Oct. 1, 2013 - 1. Insert Transition Words where they belong in your essay. 2. Proofread and Edit your four paragraph essay. 3. Write final copy of essay and T-Chart. *Have someone help you, if necessary.**
Mon., Sept. 30, 2013 - Using today's notes and your two paragraphs on expectations for ELA class, write an Introduction and a Conclusion. Be sure to follow the Essay format you learned today; don't forget to check your notes if you have questions. At the end of this, you will end up with a four paragraph essay (Introduction, Body - two paragraphs on Expectations, and the Conclusion).
---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Fri., Sept. 27, 2013 - 1. Make corrections on your expectations paragraph. If you did not answer the questions assigned yesterday, please do so.
Thurs., Sept. 26, 2013 - Reflect on the article entitled "Why Weren't You His Friends?" 1. If you were Curtis, the 8th grader at the Oak Street Middle School, what would you have done differently? Why? 2. What would you have done differently, if you were Mr. Taylor, Curtis' father? Why? 5. What do you think, Mr. Cameron, the principal, could have done so that the outcome would have been different? Explain.
Wed., Sept. 25, 2013 - 1. Reread the article entitled "Why Weren't You His Friends?" 2. Write the Central Idea of each paragraph. Note: If you did assignment for the first page, just do the second page. If you were absent, do the assignment for the entire article. Again, you are being reminded to make up all missing assignments, get them signed by a parent or guardian, and turn them in!**
Tues., Sept. 24, 2013 - 1. Read the first page of "Why Weren't you His Friends?". 2. Identify the Central Idea of each paragraph. * If you're missing any assignment(s), make it up, get it signed by a parent/guardian, and turn it in so you could get some form of credit.**
Mon., Sept. 23, 2013 - 1. Since you've chosen your #1 high school choice, Explain why you chose this school as your #1 school. 2. What personal qualities do you possess that would help you to achieve academic success in this school? Be specific and choose relevant qualities that lend themselves to success.
If you're missing any assignment(s), make it up, get it signed by a parent/guardian, and turn it in.
Fri., Sept. 20, 2013 1. Bring in your Independent Reading Book on Mon., Sept. 23, 2013 and EVERY day there after. Which personal quality do you believe is the least important and wouldn't affect your academic success by any means? Explain your response 2. Of all the high school choices you listed in your homework assignment, which one would you consider your #1 choice? Write the name and address of this school.
Thurs., Sept. 19, 2013 - 1. Do Wed.'s homework, since it was put on a bit late. Don't forget that you should be reading and responding every night.
Thurs., Sept. 19, 2013 - 1. Do Wed.'s homework, since it was put on a bit late.
Wed., Sept. 18, 2013 - 1. Review and Revise last night's homework. Make sure the qualities you listed, and their examples, can lead to academic success. Of all your personal qualities that you wrote about in last night's homework assignment, which one do you think is the most important one that can help you to achieve academic success? Explain your response.
Tues., Sept. 17, 2013 - 1. Look back at the high schools you chose in last night's homework assignments. What personal qualities do you possess that would let you achieve academic success in these schools? High Schools Personal Qualities & Examples
Mon., Sept. 16, 2013 - 1. Look through your Directory of NYC Public High Schools. 2. Chose three (3) schools you would like to attend. - Where are the schools located? - Why did you choose these schools? *Do this assignment on loose leaf paper. You need to bring in your two 2-pocket folders!
Names of Schools Locations (Addresses) Reasons for Choosing Schools 3. Get Responsibilities Sheet signed and bring in tomorrow. *ALL letters, Class Rules and Procedures MUST be signed and bring in so you can get credit!**
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Fri., Sept. 13, 2013 - 1. Continue Proofreading and Editing your work, if necessary. 2. Write final copies (paragraphs and organizer) on loose leaf paper. Do NOT write on the back of the paper! Skip a line between each paragraph. Be sure to write the required heading for ELA.
Thurs., Sept. 12, 2013 - 1. Using your notes and the Editing Checklist, Edit your writing on ELA Expectations. 2. If you're missing any homework assignments, get them done and signed by a parent or guardian, and bring them in before it's too late. If a parent or guardian does not sign the late assignments, they will not be accepted and you will get no credit!
Wed., Sept., 11, 2013 - 1. Write one paragraph telling how you plan on achieving your expectations (from last night's list). 2. Using today's notes on how to Revise a written piece, revise your two paragraphs on your Expectations for ELA class.
Tues., Sept. 10, 2013 - 1. Tell how you plan on achieving your expectations (last night's homework). List your answers. 2. Write one paragraph, using last night's homework, about your expectations for this class. 3. Get your Class Rules and Procedures signed by a parent or guardian. You'll get a 'zero', if they're not signed!
Mon., Sept. 9, 2013 - 1. Define Expectations. Tell which dictionary you got the definition from. 2. List five (5) expectations for you have for this ELA class.